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CHICO  STATE  NORMAL  SCHOOL 


BULLETIN  No.  V 


PART  I 


MAP  GEOGRAPHY 


PART  II 

JOURNEY  GEOGRAPHY  FOR 
BEGINNERS 


STUDLEY 


^1&Sl&S«&Sg^SliS^ 


Copyright,  1912 
C.  K.  Studley 


CHICO  STATE  NORMAL  SCHOOL 


BULLETIN  No.  5 


PART  I 


MAP  GEOGRAPHY 


A  COURSE  OF  STUDY  AND 
TEACHERS'  MANUAL 


BY 

C.  K.  STUDLEY 

Supervisor  of  Geography,  Chico  State  Normal  School 


SACRAMENTO 
FRIEND  WM.   RICHARDSON      --------     Superintendent  State  Printing 

1912 


(3lS63 


PRLFACL. 

This  is  the  first  of  a  series  of  bulletins  on  the  subject  of  Geography  to  be 
gotten  out  by  the  Chico  State  Normal  School.  This  series  has  been  prepared 
for  distribution  after  numerous  and  urgent  requests  have  been  received 
asking  for  such  a  work.  These  requests  have  come  directly  from  the  teachers 
of  the  State  and  indicate  a  want  that  has  not  been  supplied. 

Part  I  consists  of  methods  and  devices  for  the  systematic  teaching  of  Map 
Geography.  Its  main  purposes  are,  (1)  to  save  the  time  and  energy  of  the 
teacher;  (2)  to  put  the  material  into  such  shape  that  it  can  be  readily 
grasped,  retained,  and  reproduced  at  will  by  the  pupils.  While  it  may  be 
used  independently,  it  is  designed  to  accompany  others  that  are  to  follow 
and  forms  an  integral  part  of  the  Course  of  Study  in  Geography  as  set 
forth  in  the  entire  series. 

Part  II,  Journey  Geography  for  Beginners,  is  based  primarily  upon 
eighty-five  tersely  stated  topics  intimately  interwoven  with  Map  Geography 
as  presented  in  Part  I,  so  that  together  they  will  leave  a  vivid  impression  of 
the  region  studied,  together  with  some  of  the  most  important  facts  about 
it.  References  to  supplementary  books  have  been  so  arranged  that  the 
teacher  will  be  able  to  give  the  course  from  them.  At  the  same  time  she  will 
have  material  left  to  assign  as  -seat  work  following  each  portion  of  the 
journey  covering  the  parts  of  the  earth  that  are  best  known  by  people  in 
the  world  at  large.  Such  localities  as  we  see  mentioned  in  the  newspapers ; 
such  localities  as  we  hear  spoken  of  in  friendly  intercourse  among  people 
who  are  not  specialists  in  this  particular  subject.  These  people  have  inter- 
ests in  the  world  because  it  is  the  "Enduring  home  of  man"  and  is  worthy 
therefore  of  such  interest. 

The  future  plans  for  this  series  are  as  follows :  ( 1 )  A  Course  of  Study  in 
Geography  for  the  Fifth  and  Sixth  Grades  which  is  based  upon  the  State 
Series  Introductory  Geography.  It  consists,  first  of  all,  of  a  quite  complete 
exposition  of  the  method  of  presenting  the  Home  Geography  so  that  it  will 
be  more  easily  handled  by  the  teacher  and  will  also  be  more  profitable  to  the 
pupil.  The  remainder  will  be  primarily  a  suggestion  as  to  the  topics  to  be 
considered,  together  with  their  time  value,  supplementary  references  and 
points  to  be  emphasized.  Where  it  is  deemed  best,  the  method  of  handling 
the  topic  will  be  indicated. 

(2)  A  Course  of  Study  in  Geography  for  the  Seventh  and  Eighth  Grades 
based  upon  the  State  Advanced  Geography  and  following  practically  the 
same  lines  as  the  one  for  the  Fifth  and  Sixth  Grades. 

These  have  all  been  used,  tested,  and  revised  as  occasion  demanded,  and 
are  the  outgrowth  of  the  work  in  the  Elementary  Department  of  the  Chico 
State  Normal  School.  They  are  designed  as  a  guide  to  the  content  of  a 
complete  course  in  Geography  and  as  a  labor-saving  device  for  the  teachers, 
Avho  ordinarily  has  more  than  she  can  do  Avithout  overtaxing  her  nervous 
supply.  It  is  hoped,  therefore,  that  the  teachers  into  whose  hands  they  may 
fall  will  not  be  at  all  backward  in  cooperating  in  such  a  way  as  to  make 

(3) 

251761 


this  work  hidre'  arid'  more'  rreipfirl'  to  the  teachers,  and  thus  a  real  aid  in 
obtaining  practical  results. 

The  methods  and  devices  contained  in  this  Bulletin  have  been  tested  in  the 
Elementary  Department  of  the  Chico  Normal  School.  Part  I  has  also  been 
tested  in  the  San  Francisco  Normal  School  and  in  the  schools  of  the  State 
at  large. 

Any  comments  or  questions  concerning  any  portion  of  this  Bulletin  will 
be  gladly  received  so  that  it  may  be  known  wherein  lies  the  trouble,  if  any 
should  arise  in  the  use  of  the  Bulletin. 

Part  I  of  this  Bulletin  has  as  its  foundation  Bulletin  No.  4  (New  Series) 
of  the  San  Francisco  State  Normal  School,  but  has  been  changed  in  various 
places,  and  had  portions  added  so  as  to  make  it,  if  possible,  more  helpful 
and  nearer  the  ideal  of  such  Geography  work.  In  Part  II  it  has  been  care- 
fully correlated  with  certain  interesting  facts  about  each  locality,  thus 
broadening  its  scope,  increasing  its  usefulness,  and  insuring  its  permanency. 
By  means  of  the  map  drill  and  the  descriptive  lesson,  the  locality  becomes  a 
real,  clear  visualization. 


(4) 


CONTENTS. 

Page. 

Introduction : 6 

Plan  for  the  Work 8 

Course  in  Map  Geography 12 

Meaning  oe  Map  Symbols 12 

The  Earth  as  a  Whole  (first  time  over) 14 

North  America    (first  time  over) * '. IS 

Outline  Map  Sketching 18 

Pronunciation  of  Names 19 

Visualizing  Locations   19 

Drill  in  Visualizing  of  Locations 19 

The  Test  21 

The  Review 22 

Exercises  for  Seat  Work , 22 

South  America  (first  time  over) 25 

Africa  (first  time  over) 26 

Australia  and  Pacific  Islands  (first  time  over) 27 

Asia  (first  time  over) 28 

Europe  (first  time  over) 29 

United  States  (first  time  over) 31 

California  (first  time  over) l 33 

The  Earth  as  a  Whole  (second  time  over) 34 

North  America   (second  time  over) 36 

South  America  (second  time  over) 37 

Africa   (second  time  over) 38 

Australia  and  Pacific  Islands  (second  time  over) 39 

Asia   (second  time  over) 39 

Europe  (second  time  over) 40 

United  States  (second  time  over) 41 

California   (second  time  over) 43 

Review  Work  for  Sixth,  Seventh,  and  Eighth  Grades 45 


(•'») 


INTRODUCTION. 

Two  sorts  of  results  should  flow  from  a  well-taught  course  in  geography : 
First,  the  pupil  should  gain  clear  visual  images  of  the  location,  relative 
position,  and  shape  of  a  considerable  number  of  geographical  features; 
second,  he  should  be  given  certain  broad  and  intelligent  appreciations  of 
certain  regions  of  the  earth,  aspects  of  nature,  and  affairs  of  men.  Under 
the  first  subdivision  would  fall  the  map  visualization,  common  to  us  all, 
of  the  Sahara  Desert  in  its  proper  location  in  northern  Africa.  Under  the 
second  classification  would  fall  that  general  idea  of  the  Sahara  which  we 
all  have  when  the  name  is  left  to  the  freedom  of  our  mental  fancy ;'  a  vast 
waste,  parched,  sandy,  sometimes  rugged,  of tener  a  plain ;  visited  by  sand 
storms;  here  and  there  relieved  b}'  oases;  the  wide  home  of  swarthy  and 
warlike  nomad  tribes;  overpassed  with  difficulty  by  caravans  of  camels;  a 
region  of.  mystery  and  strange  adventure  and  thrilling  story.  To  ask  which 
of  the  conceptions  of  the  Sahara, — the  visual  picture  of  it  in  its  geographical 
locations,  or  the  more  broadly  cultural  conception  of  it  with  all  its  typical 
associations, — is  the  more  important,  is  a  vain  inquiry.  Both  of  them  are 
fundamental  to  common  intelligence  on  the  subject.  And  the  fact  that  the 
cultural  conception  is  the  one  more  pleasing  to  the  fancy,  more  filled  with 
thought-starting  and  picturesque  details,  and  more  stimulating  to  our 
emotions  does  not  prove  by  any  means  that  it  is  the  more  commonly 
employed  by  us  in  meeting  the  knowledge  standards  of  ordinary  intelligent 
intercourse.  The  staid  and  drab-toned  visualization  that  we  have  of  the 
Sahara,  as  a  somewhat  definite  area  located  just  so  in  its  relations  to  Africa 
and  the  wrorld  at  large,  may  prove  our  most  useful  conception  of  the  region. 

Since  both  are  necessary  to  sound  educational  adjustment  to  the  demands 

of  intelligent  living,  there  is  little  to  be  gained  by  asking  whether  the 

knowledge  of  commonly  known  locations  or  the  cultural  grasp  of  such  areas 

and  conditions,  as  stand  amid  rich  associations  in  the  minds  of  educated 

people,  is  the  more  important  end  of  geography  teaching.     One  must  know 

definitely  where  the  city  of  New  York  is  located  in  order  to  pass  the  world 's 

examination  in  elementary  geography;  and  the  same  examination  demands 

that  we  should  know  that  city  as  a  great  seaport  metropolis,  with  its  miles 

of  ship-lined  docks,  its  hundreds  of  great  vessels  in  the  stream,  its  roaring 

j  streets,  cliff -like  buildings,  and  enormous  urban  and  suburban  traffic.    That 

J  teaching  is  defective  which  fails  to  give  the  pupil  a  clear  mental  picture  of 

/>  its  location,  or  a  rich,  real  conception  of  the  city  in  its  commonly  knoivn 

""  aspects. 

We  no  longer  question  the  value  of  Map  Geography  as  applied  not  only 
to  the  teaching  of  Geography  but  also  to  the  teaching  of  History,  and,  to 
the  world  at  large.  The  query  that  reaches  us  and  demands  attention  is, 
' '  How  can  it  best  be  presented  ? "  In  what  ways  can  we  give  to  the  pupils 
that  clear,  accurate  and  everlasting  image  of  the  earth  and  places  upon  its 
surface  that  comes  at  will,  and  shows  us  a  true  picture  of  any  or  all  parts 
of  the  earth's  surface  with  their  relation  to  other  parts. 

(6) 


Many  of  us  have  sat  down  in  the  past  and  faithfully  memorized  line  after 
line  of  some  beautiful  poem,  or  paragraph  after  paragraph  of  prose,  that 
was  deemed  good  for  us  by  our  elders  and  teachers.  "We  have  repeated  the 
words  over  and  over  in  the  attempt  to  fix  them  in  our  mentality.  But  in 
the  majority  of  cases  we  little  knew  or  cared  what  the  words  we  were 
repeating  really  meant.  We  have  drilled  many  weary  hours  over  a  word 
location  in  Geography  with  about  the  same  result.  We  could  rattle  off  the 
sentences  by  the  yard  and  they  meant  to  us  just  so  many  words.  We  could 
tell  that  ''the  Amazon  River  rises  in  the  Andes  Mountains,  flows  east 
through  the  central  part  of  South  America  and  empties  into  the  Atlantic 
Ocean, ' '  but  if  sent  to  a  map  of  the  world  we  were  about  as  apt  to  point  out 
the  Orinoco  or  the  Rio  de  la  Plata  as  we  were  to  point  out  the  Amazon. 
Had  we  been  sent  to  the  map  to  trace  out  the  Amazon,  or  seen  others  trace 
it  out,  till  we  could  shut  our  eyes  and  see  on  the  map  of  South  America  the 
long  sinuous  line  growing  wider  and  wider  as  it  found  its  way  toward  the 
point  where  it  was  merged  with  the  faint  blue  of  the  map,  that  we  well  knew 
represented  the  Atlantic  Ocean,  our  image  would  have  been  so  indelible  that 
years  after  we  could  not  but  see  that  same  picture  whenever  the  name 
■ '  Amazon  River ' '  was  mentioned.  We  all  agree  that  what  is  desired  in  this 
day  and  age  is  accuracy,  and  as  a  matter  of  fact  it  is  not  only  desired  but 
absolutely  demanded.  We  know  that  accuracy  involving  the  multiplication 
table  depends  upon  the  accuracy  with  which  the  person  has  learned  this 
table.  We  also  agree  that  he  can  learn  it  only  by  drill ;  long  continued.  In 
other  words,  there  is  no  "royal  road  to  learning."  The  secret  is  drill, 
drill,  test,  review,  drill,  drill,  not  once  but  many  times  repeated.  This  is 
just  as  true  in  Map  Geography  as  in  any  other  subject  and  no  one  can  escape 
it.  Drill  till  the  location  is  learned  and  then  review  often  enough  to  retain 
it  easily  and  accurately. 

The  combining  of  this  drill  with  such  active  life  interests  as  will  appeal 
to  the  children  will  tend  to  make  the  image  more  vivid  and  consequently 
more  permanent.     (See  Part  II  of  this  Bulletin.) 


(7) 


A  PLAN  FOR  THE  WORK. 


The  regular  work  of  the  course  in  map  geography  as  planned  in  the 
following  pages  requires  two  periods  per  week  throughout  two  years.  In 
city  schools  each  period  should  be  from  thirty  to  forty  minutes  in  length  so 
as  to  provide  for  silent  section  seat  work  and  class  recitation  work,  each  of 
fifteen  or  twenty  minutes'  duration.  Opportunity  for  the  division  of  large 
classes  into  two  sections  is  thus  given,  one  section  to  be  busy  with  seat  work 
while  the  other  is  engaged  in  class  exercises.  A  plan  for  such  division  is  pro- 
posed on  page  14,  and  seat  work  for  the  silent  section  is  suggested  through- 
out the  course  and  on  pages  22-24.  In  ungraded  schools,  where  periods 
for  recitation  are  necessarily  much  shorter  than  in  city  schools,  class  recita- 
tion work  in  map  geography  may  be  well  done  during  two  fifteen-minute 
periods  per  week.  Not  less  than  two  fifteen-minute  periods  of  seat  work  in 
map  geography  should  supplement  this  recitation  work.*  (See  pages  22-24 
for  suggestions  as  to  seat  work.)  The  descriptive  geography  work  will 
make  its  own  progress  along  its  own  lines  as  laid  down  in  the  other  Bulle- 
tins of  this  series,  and  can  be  cared  for  in  the  remaining. time  allotted  to 
the  work  in  geography.  At  the  completion  of  the  regular  course  in  map 
work  (usually  at  the  end  of  the  fifth  year)  a  system  of  cumulative  reviews 
is  arranged  to  continue  throughout  the  remaining  years  of  the  grammar 
school  course.     (See  Part  II,  Journey  Geography  for  Beginners.) 

The  two-year  map  geography  course  is  planned  to  begin  with  the  lowest 
grade  in  which  geography  is  taught.  This  means  that  in  most  of  our  schools 
it  should  be  commenced  with  the  fourth  grade.  It  is  planned  that  it  shall 
be  taken  up  in  connection  with  certain  interesting  material  as  laid  down  in 
Part  II  of  this  Bulletin,  so  that  these  bits  of  information  about  the  real 
activities  connected  with  the  features  located  will  tend  to  make  the  visuali- 
zation more  real  and  consequently  more  lasting.  If  the  classes  acquire  clear 
impressions  of  locations  during  the  first  years  of  their  geography  work, 
the  teacher  will  in  the  long  run  more  than  save  the  time  spent  in  develop- 
ing them  because  of  the  increased  grasp  and  intelligence  that  they  give 
the  pupils  in  the  descriptive  and  physical  geography  to  follow.  Moreover, 
children  as  young  as  those  of  our  fourth  and  fifth  grades  quickly  acquire 
the  visual  images  of  map  relations  which  are  the  object  of  the  course,  and 
the  game  element  so  prominent  in  the  drill  exercises  of  this  work  makes  a 
strong  appeal  to  them. 

The  first  step  in  the  work  should  be  a  clear  interpretation  to  the  class  of 
the  meaning  of  maps  and  map  symbols.  The  pupils  must  be  brought  to 
see  behind  the  printed  buff  and  green,  the  black  lines  and  dots,  and  to  realize 
that  mountains  and  valleys,  rivers  and  cities  are  the  realities  involved  in 
their  work.    A  slight  modification  of  Chapter  XI  of  the  State  Series  Intro- 

*The  ingenious  teacher  in  a  rural  school  will  And  no  difficulty  in  arranging  so  that 
several  classes  may  be  combined  in  this  map  geography  work.  This  will  require  that  the 
order  of  the  topics  be  recast  to  suit  conditions.  Care  must  be  taken  in  such  a  combination 
of  classes  lest  some  pupils  miss  or  unduly   repeat  certain   parts  of  the  work. 

(8) 


ductory  Geography  will  be  found  adequate  for  this  purpose.  It  should  be 
remembered  that  anything  like  a  full  realization  of  the  meaning  of  map 
characters  is  not  to  be  expected  until  the  descriptive  work  is  done.  Even 
then  experience  and  travel  and  mature  associations  are  necessary  to  round 
out  the  conceptions.  The  purpose  of  the  course  in  map  geography  is  to 
give  a  series  of  strong,  correct  and  lasting  mental  map  pictures  of  certain 
features  in  their  principal  relations,  with  a  background  of  ideas  whereby 
the  map  symbols  may  be  interpreted.  But  a  full  knowledge  of  the  realities 
symbolized  in  the  map  images  must  be  largely  a  growth  from  further  school 
work  and  life  experiences. 

Ease  in  passing  from  the  Mercator  to  the  polyconic  projection  is  to  be 
specially  dealt  with  in  the  first  map  work  where  the  earth  as  a  whole  is 
taken  up.  Here  the  pupil  passes  from  the  globe  to  the  peeled  surface  of 
the  globe  as  shown  on  the  maps  of  the  two  hemispheres,  and  then  to  the 
Mercator  map  of  the  world.  The  outline  maps  of  the  various  continents 
taken  up  in  the  course  should  all  be  based  on  the  polyconic  projection. 
This  is  the  standard  projection  for  ordinary  reference  maps,  and  we  are. 
therefore,  more  familiar  with  the  shape  and  position  of  areas  as  shown 
upon  it.  The  text  maps  of  the  continents,  referred  to  in  the  following  pages, 
as  well  as  the  Chico  State  Xormal  School  Outline  Maps  are  of  this  type. 

The  outline  map  sketching  prescribed  when  each  new  unit  is  taken  up 
is  of  the  first  value  and  deserves  more  than  a  passing  mention.  Its  principal 
result  is  that  it  gives  the  pupil  a  clear-cut  mental  picture  of  the  outlines 
of  the  various  continents,  by  forcing  him  to  depend  upon  his  memory  of 
what  each  outline  is  like  rather  than  upon  its  representation  on  the  text  map. 
or  on  the  map  hanging  against  the  wall.  In  order  to  sketch  a  fair  outline 
of  North  America  without  recourse  to  any  model  the  pupil  must  have 
acquired  a  mental  model.  Besides,  this  sketching  practice  adds  to  the 
visual  image  a  motor  image  which  is  of  substantial  value  in  deepening  and 
making  permanent  the  impressions  received  through  the  eyes.  In  this 
work  mechanical  devices  and  outline  frameworks  are  undesirable  aids.  It 
is  not  a  perfect  map  that  is  to  be  sought,  but  rather  a  clear  mental  impres- 
sion of  the  general  configuration  of  the  outline.  Such  an  impression  to 
be  worth  while  must  consist  in  a  clear  visualization  of  the  area  itself  and 
not  in  the  remembrance  of  certain  drawing  rules  and  construction  lines. 
Such  rules  and  lines  render  unnecessary  the  clear  visualization  of  the  outlim 
and  in  part  usurp  its  place.  A  point  later  mentioned,  but  of  such  import- 
ance as  to  merit  emphasis  here,  is  that  the  model  outlines  and  the  outlines 
sketched  by  the  pupils  should  not  be  crowded  with  a  perplexing  host  of 
minor  sinuosities.  The  characteristic  features  alone  are  to  be  included. 
On  the  other  hand,  the  lines  should  never  be  stiff  and  rigid  (save  where 
properly  following  some  parallel  or  meridian),  but  should  have  the  yielding 
irregularity  of  any  coast  line  or  river. 

All  the  drill  and  testing  should  be  done  on  maps  void  of  the  names  of 
the  features.  Otherwise,  in  making  locations  the  pupil  will  find  it  impossi- 
ble to  keep  his  eye  from  searching  for  the  name  printed  on  the  map,  whereas 
he  should  be  searching  his  mental  picture  of  the  map  for  the  exact  position 
desired.  It  will  be  hard  to  get  a  pupil  to  depend  on  his  mental  vision  of 
St.  Louis  in  its  proper  place  on  the  map  of  the  United  States  while  locating 

(0) 


that  city  on  a  lettered  map.  Of  course,  when  first  learning  the  location  of  a 
place  the  pupil  may  very  properly  have  recourse  to  a  map  with  names  upon 
it.  This  is  provided  for  in  the  following  first  location  exercises  in  which  the 
text-book  maps  are  to  be  used.  But  after  the  first  visual  impression  is 
gained,  the  work  proceeds  to  deepen  and  fix  that  impression  by  requiring 
him  to  make  correct  location  of  the  feature  upon  a  map  without  names.  In 
no  case  should  exercises  systematically  involving  the  use  of  oral  statements 
of  location  and  unaccompanied  by  actual  location  drill  on  maps  be  permitted 
to  occupy  the  class.  Such  oral  statements  are  not  of  value  in  sharpening  the 
visualizations,  and  if  persisted  in  will  result  in  a  gradual  indifference  to  and 
a  final  fading  out  of  the  picture  image.  The  word  image  will  take  its  place, 
as  it  so  often  does  in  our  map  work  at  the  present  time,  and  the  whole  pur- 
pose of  the  course  will  have  been  defeated.  It  should  be  remembered  that 
any  one  with  a  clear  visual  memory  of  the  location  of  any  feature, —  say  of 
the  Nile  River, — will  have  no  difficulty  in  describing  that  location  in  words. 
But  ability  to  describe  a  location  in  words  does  not  mean  the  ability  to 
visualize  it. 

A  natural  question  is,  "How  will  children  in  the  fourth  and  fifth  grades 
stand  the  constant  formal  drill  involved  in  systematic  work  in  map 
geography  ?  Will  they  not  become  tired  of  its  monotony  ? ' '  The  answer  is, 
There  is  no  reason  for  it  to  be  monotonous ;  and  with  an  ordinary  degree 
of  skill  and  care  on  the  teacher's  part  the  pupils  will  maintain  a  keen  inter- 
est in  it.  Every  teacher  knows  that  children  like  to  do  what  they  can 
do  well.  They  have  a  zest  for  the  piece  of  work  that  they  can  perform 
smoothly  and  with  credit  to  themselves,  and  all  the  work  in  map  geography 
is  of  this  sort.  If  the  course  is  faithfully  taught,  any  child  not  positively 
defective  will  soon  be  in  possession  of  a  considerable  number  of  accurate 
visual  memories  of  many  different  features,— so  many  that  he  will  be 
pleased  and  surprised  at  the  extent  and  sureness  of  his  knowledge.  To  go 
smoothly  and  in  a  few  seconds  over  an  unlettered  map,  pointing  out  and 
naming  a  score  of  known  features,  becomes  a  pleasant  reaction  to  the  sense 
of  confidence  and  pride  that  the  pupil  has  in  his  abilities.  Besides,  the 
drills  are  not  of  a  single  sort.  Many  forms  of  map  exercises  are  suggested 
in  the  following  course  and  others  quite  as  good  will  doubtless  suggest 
themselves  to  many  teachers.  Each  of  these  exercises  has  some  of  the 
characteristics  of  a  game,  calling  as  it  does  for  skill,  readiness,  certain 
knowledge,  and  alert  wits.  Each,  moreover,  has  as  its  central  incentive  the 
spur  of  emulation,  of  competition  in  well-doing,  the  standard  being  perfec- 
tion. The  match  may  be  introduced  between  sections  as  a  stimulus  to 
interest,  as  often  as  it  is  needed.  Joint  matches  betAveen  classes  and  try-outs 
for  school  exhibitions  may  be  introduced. 

The  old  objections  to  emulation,  namely,  that  such  an  incentive  stimulates 
those  who  do  not  need  it,  depresses  still  further  those  who  are  already 
behind,  and  arouses  harmful  emotions  in  all,  has  little  force  when  applied 
to  the  method  of  these  locative  drills.  The  emulation  is  not  so  much  between 
pupils  as  between  each  pupil  and  perfection.  Besides,  there  is  no  occasion 
for  poor  pupils  in  this  work.  Any  fourth  or  fifth  grade  child  not  abnor- 
mally below  standard  can  easily  be  perfect.  Test  has  shown  that  where  the 
work  has  been  well  done,  a  whole  class  will  review  the  locations  of  the 

(10) 


features  involved  in  a  unit  without  a  single  error.  If  the  test  made  at  the 
close  of  the  work  of  each  unit  shows  over  one  per  cent  of  error,  the  faulty 
work  should  be  done  over  by  those  who  need  it. 

When  it  is  apparent  to  the  teacher  that  some  of  the  pupils  can  go  faster 
than  the  remainder,  she  should  divide  the  class  into  A  and  B  groups.  Each 
group  can  then  make  progress  according  to  its  ability. 

In  classes  of  over  twenty-five  pupils  division  into  sections  should  be  made, 
even  if  there  is  no  material  difference  in  the  abilities  of  the  children.  This 
will  make  it  possible  for  the  teacher  to  sustain  a  close  interest  and  constant 
activity  on  the  part  of  every  pupil  in  the  work  in  hand.  In  classes  so 
divided,  each  section  will  spend  half  of  the  time  devoted  to  each  period  of 
map  geography  at  some  sort  of  seat  exercise  and  half  the  time  in  class  reci- 
tation work.  Thus,  during  the  first  twenty  minutes  the  A  section  will  be 
engaged  in  class  recitation  while  the  B  section  has  seat  work,  and  during 
the  last  twenty  minutes  B  section  will  be  reciting  while  A  section  is  silent 
at  seat  exercises. 

The  two  days  on  which  map  geography  is  taught  should  fall  together  and 
should  not  separate  the  three  remaining  days  on  which  the  descriptive 
geography  is  taken  up.  Thus  Monday  and  Tuesday,  or  Thursday  and  Fri- 
day should  be  given  to  this  course. 

After  the  completion  of  the  regular  two-year  course  in  map  geography, 
(normally  at  the  end  of  the  fifth  year) ,  the  work  is  not  to  be  dropped.  Once 
dropped  it  will  be  forgotten.  All  of  us  are  aware  of  masses  of  facts  which 
once  seemed  well  within  the  possession  of  our  memories,  but  which  are  now 
dead  to  all  recall.  If  such  should  be  the  result  of  the  work  in  map  geography 
the  course  will  have  been  a  failure.  It  is  not  the  purpose  of  the  work  to  give 
merely  temporary  visualizations,  but,  rather,  to  equip  the  pupil  with  a 
permanent  stock  of  mental  map  pictures.  To  this  end  orderly,  systematic 
reviews  must  be  kept  up,  not  depending  on  chance  or  inspiration,  but  follow- 
ing a  regular  scheme.  It  is  a  good  plan  to  review  each  section  within  two 
weeks  after  completing  it  as  the  first  visual  image  is  apt  to  begin  to  fade  if 
left  beyond  this  time.  One  forty-minute  period  every  two  weeks  through- 
out the  remaining  years  of  the  pupil's  school  work  should  be  devoted  to 
review  exercises  in  map  geography.  In  rural  or  ungraded  schools  this  may 
be  made  one  fifteen-minute  period  each  week.  This  systematic  review  work 
will  provide  for  a  complete  recall  of  each  of  the  locative  visualizations  not 
less  often  than  twice  each  school  year.  In  no  other  way  can  their  per- 
manency in  the  minds  of  the  pupils  be  assured. 


(11) 


COURSE  IN  MAP  GEOGRAPHY. 


THE  MEANING  OF  MAPS  AND  MAP  SYMBOLS. 

The  first  work  should  be  to  explain  the  meaning  of  maps  and  map  symbols. 
Show  a  large  wall  map  of  California  or  the  United  States  to  the  class.  Point 
out  rivers,  cities,  mountains,  lakes,  and  seas.  Show  that  all  rivers  are  repre- 
sented in  one  way,  oceans  or  other  large  bodies  of  water  in  another,  moun- 
tains by  certain  symbols  and  so  on.  If  the  map  used  is  a  political  map, 
explain  why  the  different  political  divisions  have  various  colorings.  If  a 
physical  map,  explain  the  uniform  use  of  one  color  for  highlands  and  an- 
other for  lowlands.  From  this  preliminary  work  the  class  will  get  some 
inkling  of  what  maps  are,  and  what  they  are  about  to  learn  will  apply  itself 
to  the  further  interpretation  of  the  map  that  they  have  examined. 

Next,  take  up  the  text  explanations  (State  Series  Introductory  Geography, 
pages  109-114)*  and  develop  the  chapter  as  follows:  What  are  maps  for? 
For  what  are  they  used  ?  Could  you  draw  a  map  of  the  top  of  your  desk  ? 
Of  the  school  j^ard  ?  Of  the  whole  valley  ?  Could  each  of  these  be  drawn  on 
a  small  piece  of  paper?  How?  (Omit  that  part  of  the  chapter  relating  to 
the  use  of  a  fixed  scale  till  they  have  taken  the  subject  in  Arithmetic.) 
AVhat  is  a  compass?  (Show  one  to  the  class,  if  one  is  at  hand.  In  case  no 
compass  is  available,  the  teacher  can  easily  make  one.  Stroke  a  common 
needle  on  a  horseshoe  magnet.  Thrust  the  needle  .through  a  bit  of  cork  or 
wood  so  that  it  will  float  horizontally  when  placed  in  a  dish  of  water.  Care- 
fully placing  it  on  the  surface  of  the  water  in  a  dish  five  or  six  inches  in 
diameter,  watch  it  turn  and  come  to  rest  in  a  North  and  South  direction. 
Then  proceed  with  the  lesson  as  indicated  below.  In  case  the  magnet  is  not 
obtainable,  make  a  drawing  of  the  compass  on  a  piece  of  cardboard  or  stiff 
paper.  Take  as  your  model  the  pieture  on  page  112  of  the  State  Introduc- 
tory Geography,  using  only  the  E  and  W,  N  and  S  lines  and  the«two  circles 
nearest  the  center  of  the  figure.  The  other  features  will  only  serve  to  con- 
fuse. The  needle  can  be  made  of  a  piece  of  wood  or  paper  fastened  to  a  pin 
or  needle  sticking  from  the  center  of  the  drawing.)  For  what  is  it  used?  In 
what  direction  does  it  point?  (Show  that  it  does  so.)  "What  is  the  north 
star?  (Tell  just  how  it  may  be  located.)  Where  does  the  sun  rise?  Where 
does  it  set?     (Continue  with  the  questions  as  given  in  the  text.) 

(Paragraph,  page  113,  beginning  ''You  see  that  the  north,"  etc.)  Which, 
is  the  north  side  of  your  map ?  Which  is  east?  West?  South?  (Follow 
the  directions  as  given  in  the  fine  print  at  the  bottom  of  page  113.)  What 
is  a  map?  What  do  maps  show?  Does  your  map  show  the  school  house  as 
it  is  ?  Why  ?  Does  it  show  the  yard  as  it  is  ?  Why  ?  What  is  not  shown  ? 
Does  any  flat  map  show  the  region  as  it  really  is?    What  other  kind  of  maps 

*  Where  reference  is  made  to  the  State  Series  Geographies  it  should  be  remembered  that 
these  page  references  are  to  the  latest  edition.  If  an  earlier  edition  is  to  be  used,  the 
reference  will  be  found  a  few  pages  nearer  the  front  of  the  book  (e.  g.,  102-107  instead 
of  109-114). 

(12) 


are  there?  How  do  they  differ  from  our  maps?  What  is  a  relief  map? 
What  does  it  show?  Omit  the  exercises  involving  the  use  of  accurate  and 
stated  scales.  The  main  object  is  to  develop  the  general  notion  that  on  a 
small  map  the  actual  object  is  represented  by  a  very  small  figure;  and  that 
the  larger  the  area  represented,  the  smaller  relatively  the  representation 
becomes.  This  may  be  shown  by  discussion  of  the  fact  and  by  map-drawing 
exercises  based  on  home  surroundings  where  the  reduction  in  scale  is  mani- 
fest, even  if  inaccurate.  The  use  of  scales  involving  an  accurate  ratio  of 
reduction  may  be  postponed  until  later.  It  is  too  complex  an  operation  to 
be  profitably  performed  in  the  fourth  grade. 

Maps  of  the  desk  top,  school  room,  school  yard,  home  neighborhood,  and 
other  familiar  areas  should  be  drawn  by  the  pupil.  The  relative  size  and 
position  of  the  map  symbols  used  in  these  exercises  should  be  discussed  and 
carefully  checked  by  comparison  with  the  real  objects.  Discuss  and  com- 
pare Figs.  86  and  87  (State  Int.  Geog.,  pages  109-110),  and  Pigs.  88  and  89 
(Ibid,  page  111). 

Have  the  class  stand  and  face  the  north.  Behind  them  is  what  direction  ? 
To  their  right  hand?  To  their  left  hand?  Have  individuals  point  to  the 
north;  the  south;  the  east,  (where  the  sun  rises)  ;  the  west,  (where  the  sun 
sets).  Have  members  of  the  class  point  to  the  north  end  of  the  room;  the 
south  end ;  the  east  side ;  the  west  side.  Have  them  do  the  same  for  the  school 
yard  and  town.  Then  ask  such  questions  pertaining  to  well-known  local 
objects,  as,  "In  which  direction  is  Phillips'  farm?"  "The  bridge?"  "The 
depot?"  etc.  This  done,  let  the  class  mark  the  four  cardinal  directions  on 
the  maps  which  they  have  made  of  desk  top,  school  and  neighborhood.  Here 
bring  out  the  idea  that  the  north  side  of  a  map  is  always  the  farthest  from 
the  reader.  Show  that  "up"  and  "down"  on  a  wall  map  mean  simply 
north  and  south,  and  that  the  actual  surface  represented  in  the  map  is  not 
"up  and  down"  (in  the  sense  of  being  vertical),  but  is  practically  level; 
that  maps  represent  such  flat  surfaces,  but  that  they  are  sometimes  hung  up 
so  that  people  can  see  them  better. 

A  careful  discussion  of  Fig.  91,  page  114,  should  occupy  a  full  period. 
Have  the  class  turn  to  the  figure  in  their  texts.  Then  discuss  with  them  the 
various  features  shown  in  the  pictures  and  compare  each  with  its  represen- 
tation on  the  map  to  the  right.  Next,  let  them  turn  to  Fig.  123,  (opposite 
page  152,)  and  find  the  peninsula  of  Nova  Scotia  on  the  large  map.  Com- 
pare its  appearance  there  with  its  appearance  on  the  small  map,  Fig.  91. 
Likewise  have  them  locate  New  York  City  and  its  neighborhood  on  the  map 
marked  Fig.  132,  (opposite  page  161),  and  compare  its  representation  there 
with  its  appearance  on  the  small  map  in  Fig.  91. 

Finally,  return  to  the  wall  map  with  which  the  work  began  and  have  the 
pupils  answer,  "Ocean";  "Land";  "City";  "River";  "Lake";  "Moun- 
tains"; etc.,  as  you  point  out  one  sort  of  feature  after  another. 


(13) 


THE  EARTH  AS  A  WHOLE.     (First  time  over.) 
The  Globe. 

Object:  To  give  pupils  a  visualization  of  the  shape  of  the  earth;  and  of  the  shape  and 
relative  positions  of  the  continental  and  ocean  masses. 

1.  Divide  the  class,  if  it  contains  more  than  twenty-five  pupils,  into  two 
sections.  This  will  insure  close  attention  and  more  constant  activity  on  the 
part  of  all  members  of  the  reciting  section.  As  half  the  time  devoted  by 
each  pupil  to  map  geography  will  be  spent  in  silent  seat  work,  this  division 
will  not  reduce  the  amount  of  recitation  work  done  by  each,  but  will  mean 
that  one  section  is  to  have  silent  seat  work  while  the  other  is  engaged  in 
class  recitation.  On  the  other  hand,  many  positive  advantages  will  be 
found  to  come  from  the  reduced  size  of  the  sections.  Give  the  silent  section 
for  its  first  seat  work  the  task  of  drawing  maps  of  their  home  yards  or  farms. 
Or,  let  them  make  four  columns  on  a  piece  of  paper,  heading  them  with  the 
names  north,  south,  east  and  west  and  write  down  beneath  the  proper  head- 
ings the  names  of  places  or  objects  that  are  north,  south,  east  or  west  of 
their  position,  e.  g., 

North.  South.  East.  West. 

Pump.  Woodshed.  Grainfield.  Stable. 

Oak  tree.  Swing.  Road.  Farmhouse. 

2.  Then  take  up  the  work  with  the  section  that  is  to  be  engaged  in  class 
recitation.  A  word  should  be  said  concerning  the  shape  of  the  earth,  but 
a  full  discussion  of  its  sphericity  should  be  left  to  the  descriptive  work. 
Hold  a  globe  in  your  hand  and  have  the  pupils  supplied  with  small  globes. 
A  dozen  such  small  globes  (cost,  $4.50),  will  supply  a  section  of  twenty- 
four  pupils  by  seating  two  in  a  seat  for  this  exercise.  Be  sure  that  the 
pupils  hold  their  globes  north  pole  end  up.  Then  have  individuals  point 
out  to  the  rest  of  the  class  bodies  of  land  and  water,  rivers,  mountains,  etc. 

Note. — If  necessary,  one  globe  in  the  hands  of  the  teacher  will  be  sufficient  for  this 
exercise. 

3.  Locations.  Point  to  North  America  on  your  globe  and  run  your 
finger  along  its  outline.  Call  its  name  and  write  it  on  the  blackboard. 
Have  the  children  find  it  on  their  globes  and  run  their  fingers  around  its 
outline.  Have  the  section  call  the  name,  softly  in  chorus,  as  you  point  to 
North  America.  Have  them  point  to  North  America  on  their  globes  as  you 
give  the  name.  Treat  South  America,  Africa,  Europe,  Asia,  Australia,  and 
the  oceans, — the  Arctic,  Pacific,  Atlantic,  Indian,  and  Antarctic, — in  the 
same  way. 

4.  Drill,  (a)  Have  individuals  stand  in  turn  and  point  out  on  their 
globes  the  various  continents  and  oceans  as  you  speak  their  names. 

( b )  Have  individuals  call  the  correct  names  as  you  point  to  the  different 
continents  and  oceans.  In  case  of  error  made  by  any  pupil,  the  one  who 
detects  it  is  entitled  to  continue  the  recitation.  Each  pupil  should  be  called 
upon  in  this  work,  and  each  should  have  the  whole  list  of  locations  to  make 
or  names  to  answer  while  he  is  on  his  feet.    It  is  a  waste  of  time  to  call 

(14) 


upon  a  pupil  to  arise  and  utter  a  single  word  or  point  to  a  single  location 
and  then  sit  down. 

5.  Test.     Same  as  Section  4. 

6.  Globe  Directions.  In  order  to  get  a  starting  point  for  determining 
direction,  mark  the  spot  where  we  live  on  your  globe  with  a  piece  of  chalk, 
and  have  the  pupils  do  the  same  on  theirs.  Then  ask,  "In  what  continent 
do  we  live?"  "Draw  your  finger  eastward  on  your  globe."  Do  so  on  your 
own  globe  and  see  that  the  children  follow  the  action  on  theirs.  In  like 
manner, — 

' '  Draw  your  finger  westward. ' ' 

' '  Draw  your  finger  northward  and  locate  the  North  Pole. ' ' 

"Draw  your  finger  southward  and  locate  the  South  Pole." 

"What  ocean  is  east  of  North  America?"    "What  ocean  west?" 

"What  ocean  east  of  South  America?"    "What  ocean  west?" 

"What  ocean  north  of  North  America?" 

' '  What  ocean  south  of  South  America  ? ' ' 

"What  ocean  is  north  of  Europe?"    "What  ocean  is  west  of  Europe?" 

"What  continent  is  south  of  Europe?" 

1 '  What  ocean  is  west  of  Africa  ? "    "  South  ? "    "  East  ? ' ' 

"What  continent  is  east  of  Europe?" 

■ '  What  ocean  is  north  of  Asia  ? "    "  East  ? "    "  South  ? ' ' 

7.  Drill  in  Globe  Directions.  Repeat  Section  6,  reversing  each  ques- 
tion, thus:  "What  continents  are  west  of  the  Atlantic  Ocean?"  "What 
continents  are  east  of  the  Pacific  Ocean?"  And  so  on  for  the  rest  of  the 
questions. 

Drill  on  the  exercises  contained  in  Sections  6  and  7  until  the  members  of 
the  class  can  answer  all  the  questions  without  looking  at  their  globes. 

8.  Test.  After  sufficient  drill,  have  the  pupils  during  their  next  period 
for  map  geography  seat  work,  (while  the  other  section  is  reciting),  copy 
the  following  from  the  board,  filling  in  the  missing  words : 

1.  and are  west  of  the  Atlantic  Ocean. 

2.  and are  east  of  the  Atlantic  Ocean. 

3.  and are  east  of  the  Pacific  Ocean. 

4.  and are  west  of  the  Pacific  Ocean. 

5.  The  continents  of , and are  south  of  the  Arctic  Ocean. 

6.  The  continents  of  ,  and  are  north  of  the  Antarctic 

Ocean. 

7.  The and oceans  are  south  of  the  Arctic  Ocean. 

8.  The , and oceans  are  north  of  the  Antarctic  Ocean. 

9.  is  west  of  the  Indian  Ocean. 

10.  is  north  of  the  Indian  Ocean. 

11.  Australia  is  between  the  and  the oceans. 

12.  is  east  of  the  Indian  Ocean. 

In  order  that  the  names  of  the  continents  and  oceans  may  be  correctly 
spelled  it  is  necessary  for  the  teacher  to  have  them  plainly  written  on  the 

(15) 


blackboard  or  on  a  black  paper  chart,  and  the  class  should  be  earnestly 
cautioned  to  look 'up  the  spelling  of  each  name  before  writing  it.  It  will 
be  well  to  have  the  names  arranged  alphabetically  so  as  to  aid  the  pupils 
in  finding,  without  loss  of  time,  the  correct  spelling  of  each  word.    Thus : 

1.  Africa.  7.  Europe. 

2.  Antarctic  Ocean.  8.  Indian  Ocean. 

3.  Arctic  Ocean.  9.  North  America. 

4.  Asia.  10.  Pacific  Ocean. 

5.  Atlantic  Ocean.  11.  South  America. 

6.  Australia. 

If  care  is  taken  to  see  that  the  pupils  do  actually  consult  the  correct 
spelling  thus  displayed  before  them  while  they  are  writing,  the  habit  will 
soon  be  fixed  and  it  will  be  easy  to  prevent  mistakes. 

The  Hemisphere  Maps. 

Object:  To  secure  visualization  by  the  pupils  of  the  flat  hemisphere  maps,  and  of  the 
continental  masses  and  oceans  in  their  general  shape,  relative  positions,  and  direction 
from  one  another. 

9.  Locations.  Have  the  section  turn  to  the  maps  of  the  hemispheres, 
Fig.  119  in  the  State  Introductory  Geography.  Ask  the  following  questions. 
<-alling  on  individuals  to  answer: — 

1.  "What  continents  are  in  the  Western  Hemisphere?" 

2.  "What  continents  are  in  the  Eastern  Hemisphere?" 

3.  "What  ocean  is  entirely  in  the  Eastern  Hemisphere?" 

4.  ' '  What  oceans  are  partly  in  both  hemispheres  ? ' ' 

5.  "Point  out  the  North  Pole  on  the  Eastern  Hemisphere." 

6.  "On  the  Western  Hemisphere." 

7.  "Point  out  the  South  Pole  on  the  Eastern  Hemisphere." 

8.  ' '  On  the  Western  Hemisphere. ' ' 

10.  Drills.  Hang  against  the  board  an  outline  map  of  the  hemispheres 
drawn  with  chalk  on  black  paper,*  blackboard  clothf  or  on  the  blackboard 
itself.  Use  as  a  model  the  Hemisphere  Map  of  the  set  of  Outline  Maps 
accompanying  this  Bulletin.  Enlarge  it  to  the  size  desired  for  the  pupils 
to  draw  later  on.  The  advantage  of  this  outline  map  over  an  ordinary 
political  map  is  that  there  are  no  colors,  printed  names  or  anything  of  that 
sort  to  detract  from  what  you  are  trying  to  get  the  pupil  to  see,  i.  e.,  the  true 

•The  black  paper  referred  to  is  tailor's  pattern  paper.  If  possible,  the  teacher  should 
get  the  school  to  supply  her  with  about  ten  yards  of  it.  This  amount  will  be  sufficient  for 
the  nine  outline  maps  which  the  course  in  map  geography  requires.  But  in  the  event  of  the 
failure  of  the  school  to  supply  the  paper  it  will  pay  the  teacher  to  get  it  herself,  as  it  costs 
only  1J  cents  a  yard  and  its  use  will  save  her  much  duplication  of  work.  If  handled,  care- 
fully to  prevent  smudging,  these  chalk  outlines  may  be  used  for  all  necessary  review  work 
and  for  successive  classes  as  well.  When  not  in  use,  they  should  be  kept  rolled  on  sticks, 
or,  better  still,  should  be  tacked  on  regular  map  sticks.  If  the  outline  is  put  on  in  white 
or  cream  water  color  it  will  last  indefinitely,  and  will  prove  a  very  useful  part  of  the 
teacher's  outfit  all  of  the  time. 

■f Blackboard  cloth  may  be  used  instead  of  the  paper.  This  will  cost  60  to  75  cents  per 
single  yard,  but  is  preferable  to  the  paper,  as  it  lasts  longer  and  can  be  folded  away  more 
easily.  It  has  the  additional  advantage  that  it  may  be  erased  and  used  for  other  purposes 
as  well. 

(16) 


appearance  of  the  outlines  of  the  continents  and  their  space  relation  to 
each  other. 

(a)  Then  point  out  the  continents  and  oceans  in  rapid  succession  and  have 
the  class  answer  softly  in  chorus  the  name  of  each  as  it  is  pointed  out. 

(&)  Call  a  pupil  to  the  map.  Have  him  point  to  each  feature  as  you 
briskly  run  over  the  names  of  the  continents  and  oceans.  In  case  of  error, 
the  pupil  detecting  it  takes  up  the  recitation.  Here,  as  in  all  other  exercises 
where  pupils  pass  to  the  map,  the  most  scrupulous  care  must  be  taken  to 
keep  them  out  of  the  line  of  vision  of  the  rest  of  the  class.  A  few  days  of 
system  and  insistence  will  give  the  members  of  the  class  sound  habits  as 
to  their  posture  and  position  when  standing  at  the  map,  and  will  pay  a  big 
dividend  in  all  the  work  that  follows. 

(c)  Call  up  two  pupils  and  repeat  (&). 

(d)  Call  on  a  pupil  to  stand  and  name  all  the  features  in  turn  as  you 
point  them  out.    In  case  of  error,  the  pupil  noting  it  gets  the  recitation. 

(e)  Repeat  (d),  letting  a  pupil  take  your  place  to  do  the  pointing  out. 
Insist  on  rapidity  and  snap  in  the  pupil-teacher's  work. 

(/")  Have  the  alphabetical  list  of  the  features  written  beside  the  map. 
Then  call  on  pupils  to  pass  to  the  map,  point  to  and  pronounce  the  name 
of  each  feature,  and  locate  each  in  turn.  This  exercise  is  especially  useful 
in  that  it  combines  the  pronunciation  of  the  name  and  the  location  of  the 
feature. 

(g)  Line  up  the  section  along  the  blackboard.  Then  point  on  the  outline 
map  to  each  continent,  ocean  and  map  direction,  and  let  the  pupils  in 
rotation  give  the  name  as  each  feature  is  pointed  out.  When  a  pupil  makes 
a  correct  answer,  he  turns  and  makes  a  score  mark  in  his  favor  on  the 
board  at  his  back.  If  he  misses,  do  not  send  him  to  his  seat;  simply  pass 
the  question  on.    At  the  end  of  the  exercise,  those  with  perfect  scores  win. 

If  the  previous  reviews  have  been  well  done,  all  should  win. 

11.  Test.     Same  as  exercise  (b),  in  Section  10  above. 
The  Mercator  Map  of  the  World. 

Object:  To  give  a  visualization  of  the  Mercator  projection  of  the  world  and  an  under- 
standing of  the  relation  of  positions  and  sizes  of  masses  upon  it  to  their  positions  and 
sizes  on  the  hemisphere  maps  and  the  globe. 

12.  Characteristics  of  the  Mercator  Projection.  Have  the  pupils 
turn  to  the  Mercator  map,  Fig.  120,  opposite  page  149  in  the  Introductory 
State  Text.  Explain  that  this  is  a  sailor  map.  It  was  first  made  by  a  man 
who  called  himself  Mercator,  and  was  to  help  sea-captains  find  their  positions 
and  trace  their  voyages.  In  it  the  northern  lands  are  too  large.  Compare 
Greenland  with  South  America  as  shown  on  the  Mercator  and  on  the  hemi- 
sphere maps.  Compare  the  Arctic  lands  as  shown  on  the  Mercator  map  with 
the  same  areas  shown  in  their  true  proportion  on  the  globe.  Bring  out  the 
fact,  by  reference  to  the  globe,  that  the  places  shown  at  the  eastern  and 
western  edges  of  the  Mercator  map  of  the  world  are  really  side  by  side ;  that 
the  map  represents  the  earth's  surface  peeled  off  and  then  stretched  out  at 
the  north  and  south  until  it  is  flat  and  square  cornered,  just  as  if  a  piece  of 
rubber  were  stretched  over  the  globe,  the  map  painted  on  it  and  then  the 

2— nut.  5  (17) 


rubber,  after  being  cut  down  one  side  from  pole  to  pole,  stretched  so  as  to 
form  a  map  shaped  like  Fig.  120. 

13.  Location.  Have  the  class  find  and  point  to  each  continent  and 
ocean  as  it  is  called  out. 

14.  Drill  in  Directions.  With  the  Mercator  map  (Fig.  120)  of  the 
text-book  before  them,  ask  the  class  the  questions  found  in  Sections  6  and  7. 
Then  have  them  close  their  books  and  answer  the  same  questions,  depending 
on  their  mental  pictures  of  the  map. 

15.  Test.     Apply  Section  8. 


NORTH  AMERICA.     (First  time  over.) 

16.  Outline  Map  Sketching.  The  class  is  first  stationed  at  the  black- 
board in  easy  sight  of  a  model  outline  map  of  the  continent  of  North 
America.  This  outline  should  be  in  chalk  on  black  paper,  blackboard  cloth 
or  on  the  blackboard.  (See  footnote,  page  16.)  It  should  be  drawn  to  the 
scale  that  the  class  is  to  use.  The  outline  should  be  heavily  drawn  and  should 
not  attempt  to  include  more  than  the  general  contour  of  the  coast  line.  The 
Outline  Maps  accompanying  this  Bulletin  will  indicate  the  amount  of  detail 
to  be  shown.  Minor  irregularities  will  serve  to  confuse  and  to  take  the  atten- 
tion from  the  more  important  and  more  characteristic  features. 

The  teacher  should  call  the  attention  of  the  class  to  the  various  features 
that  are  brought  out  and  to  the  heavy  white  stroke  used.  It  will  be  well  for 
them  to  use  a  firm,  heavy  stroke  also.  Then  the  following  points  should  be 
offered  the  pupils  as  suggestive  hints  to  aid  them  in  their  sketching : — 

1.  That  Hudson  Bay  is  due  north  of  the  Gulf  of  Mexico. 

2.  That  the  mouth  of  the  St.  Lawrence.  River  is  due  east  of  Puget  Sound. 

3.  That  Alaska  has  four  prominent  peninsulas  jutting  out  toward  the 
northwest ;  and  that  a  line  passed  through  the  extremities  of  these  peninsulas 
is  almost  straight  and  takes  a  northeasterly  and  southwesterly  direction. 

4.  That  Chesapeake  Bay  is  approximately  east  of  San  Francisco  Bay. 

5.  That  Lower  California  extends  north  and  south  of  the  latitude  of 
Florida. 

6.  That  the  general .  trend  of  the  north  coast  is  in  a  northwesterly  and 
southeasterly  direction. 

These  outline  points  will  be  very  much  clearer  when  explained  in  simple 
terms  with  the  map  in  the  presence  of  the  children.  The  object  is  not  to  fill 
their  minds  with  word  wisdom  concerning  the  outline,  but  to  call  attention 
to  some  of  the  most  significant  characteristics  of  the  outline  in  such  a  wray 
as  to  emphasize  and  deepen  the  visual  impression  received  by  the  class. 

After  the  pupils  have  had  a  good  look  at  the  model,  have  them  face  the 
board  and  draw  in  one  minute  as  good  an  outline  of  the  continent  as  they 
can.  During  this  part  of  the  exercise  they  should  not  be  permitted  to  look 
at  the  outline,  as  such  a  practice  will  tend  to  place  their  dependence  upon 
the  model  rather  than  upon  their  mental  image  of  it.     The  safest  thing  to 

(18) 


do  is  to  cover  or  remove  the  model.  During  the  minute  in  which  the  pupils 
are  busy  drawing,  pass  from  one  to  another,  giving  such  hints  as  may  be 
needed.  When  the  prescribed  time  is  up,  send  the  class  to  their  seat's  and 
go  briskly  from  map  to  map,  pointing  out  the  best  features  of  the  work  done 
and  indicating  the  most  serious  errors. 

This  exercise  should  precede  each  map  geography  lesson  until   every 
member  of  the  class  can  sketch  a  fairly  good  outline  within  the  minute. 

17.     Pronunciation.      The    following  list    of    names,     alphabetically 
arranged  so  that  the  same  list  may  be  used  in  drilling  and  testing  as  to 

locations  in  the  later  work,  should  be  in  view  of  the  class : 

1.  Alaska.  11.  Hudson  Bay. 

2.  Appalachian  Mountains.  12.  Mexico. 

3.  Arctic  Ocean.  13.  Mississippi  River. 

4.  Atlantic  Ocean.  14.  New  York  City. 

5.  Boston.  15.  Pacific  Ocean. 

6.  Canada.  16.  Rocky  Mountains. 

7.  Central  America.  17.  St.  Lawrence  River. 

8.  Chicago.  18.  United  States.  ■ 

9.  Great  Lakes.  19.  Washington  City. 
10.  Gulf  of  Mexico. 

Point  out  each  name,  pronouncing  it,  and  have  the  class  pronounce  each 
in  turn  softly  in  chorus.  Then  call  on  individual  pupils  to  pronounce  each 
name  as  it  is  pointed  out,  until  every  member  of  the  class  is  able  to  go 
through  the  whole  list  with  ease.  The  names  should  be  written  in  syllables 
so  as  to  aid  the  class  in  pronouncing  them. 

18.  Location.  Have  an  unlettered  wall  map  of  North  America  hanging 
before  the  class.  Then  direct  the  pupils  to  turn  to  their  text  map  of  North 
America  opposite  page  140  in  the  Introductory  Geography.  The  teacher 
then  reads  the  names  in  the  above  list,  and  as  each  name  is  read  the  pupils 
hunt  for  it  on  the  text  maps  before  them.  The  one  whose  hand  is  first  raised 
should  be  permitted  to  pass  to  the  wall  map  and  locate  the  feature  there. 
He  should  pronounce  its  name  clearly  and  correctly  as  he  points  to  it.  In 
case  the  class  consumes  too  much  time  in  the  effort  to  make  the  initial  loca- 
tion upon  their  book  maps,  the  teacher  should  offer  suggestions  that  will 
help  in  the  prompt  location. 

As  the  exercise  progresses  and  more  and  more  of  the  features  in  the  list 
have  been  successfully  located,  each  pupil,  stepping  to  the  wall  map,  should 
be  required  to  locate  not  only  the  feature  that  he  has  just  found  in  his  book, 
but  also  all  the  other  features  previously  pointed  out.  This  will  save  much 
time,  increase  the  scope  and  thoroughness  of  the  drill,  and  serve  as  a  stimulus 
to  close  attention. 

19.  Drill,  (a)  Call  up  the  pupils  one  by  one  and  let  each  locate  upon 
the  wall  map  the  various  features  as  their  names  are  called  out.  Whenever 
a  pupil  makes  an  error  in  this  and  similar  drill  exercises,  the  pupil  first 


(19) 


detecting  it  is  entitled  to  continue  the  recitation.     Insist  that  they  be  sure 

of  an  error  before  they  raise  a  hand  to  indicate  it. 

Note. — While  the  alphabetical  arrangement  of  the  names  is  very  useful  in  certain 
exercises,  the  features  should  not  be  considered  in  that  order  in  these  oral  location  drills. 
It  will  be  better  for  the  teacher  to  bring  out  map  relations  of  the  various  fatures  by 
drilling  on  them  in  the  order  best  adapted  to  emphasize  those  relations.  Thus,  Canada, 
the  United  States,  Mexico,  and  Central  America  should  be  treated  in  order.  So  the  large 
bodies  of  water  should  be  grouped  as  related  parts  of  the  boundaries  of  the  continent.  The 
rivers,  lakes,  mountains,  and  cities  should  be  brought  out  in  the  sequence  adapted  to  show 
their  relative  positions. 

(b)  With  the  list  of  names  beside  the  map,  call  on  pupils  one  by  one  to 
step  to  the  map,  point  out  the  names,  pronounce  them  correctly,  and  then 
locate  the  features  for  which  they  stand. 

(c)  Here  the  teacher  points  to  each  feature  in  turn,  and  as  each  is  pointed 
out  the  class  repeats  its  name  in  chorus.  This  may  be  varied  by  having  the 
pupils  write  the  names  on  slips  of  paper  as  the  features  are  pointed  out. 
In  this  event  the  alphabetical  list  of  names  should  be  in  plain  sight  and  the 
class  should  be  cautioned  from  time  to  time  to  make  sure  of  the  spelling  of 
all  words  by  looking  them  up  on  the  list.  The  features  should  not,  of  course, 
be  pointed  out  in  the  order  in  which  their  names  are  listed.  If  the  teacher 
desires,  she  may  keep  a  record  of  the  order  in  which  she  points  out  the 
features,  and  then  after  having  the  pupils  exchange  papers  may  have  the 
work  corrected  after  the  manner  of  correcting  spelling  papers.  A  simple  way 
to  do  this  is  to  make  a  list,  beforehand,  of  the  features  to  be  pointed  out. 
In  this  way  the  teacher  has  a  check  list. 

(d)This  exercise  is  a  variation  of  the  preceding  one;  it  is  especially 
adapted  to  save  time.  Have  the  wall  map  and  list  of  names  as  before,  but 
have  each  name  on  the  list  preceded  by  a  number.  Then,  as  each  feature  is 
pointed  out  on  the  map  the  "pupils  look  up  its  name  in  the  list,  note  the 
number  before  it,  and  write  the  number  on  their  slips  of  paper.  Suppose 
we  take  the  list  as  given  in  Section  17  and  point  out  Boston,  Chicago,  Mexico, 
Great  Lakes,  etc.,  the  pupil  should  record  in  a  vertical  column  the  numbers: 
5,  8,  12,  9,  etc.  Correction  may  be  made  as  in  the  last  exercise,  only  instead 
of  reading  out  the  names,  the  numbers  are  read  out  in  the  order  in  which 
the  pupils  should  have  written  them  upon  their  slips.  In  case  this  form  of 
drill  is  frequently  used,  the  numbers  before  the  names  should  be  changed 
from  time  to  time.  Mexico,  for  instance,  should  not  be  numbered  12  con- 
stantly, just  because  it  appears  in  the  twelfth  place  on  the  list;  nor  should 
it  or  any  other  name  have  the  same  number,  whatever  it  may  be,  for  three 
consecutive  drills.  Otherwise  the  pupils  will  learn  to  think  of  the  number 
instead  of  the  name  when  the  feature  is  pointed  out. 

(e)  Line  up  the  class  along  the  blackboard.  Then  point  out  each  feature 
on  the  map  and  let  the  pupils  in  rotation  give  the  name  of  each  feature  as 
it  is  located.  When  a  pupil  makes  a  correct  answer  he  is  entitled  to  make 
a  score  mark  in  his  favor  on  the  board  at  his  back.  In  case  of  error,  do  not 
send  the  pupil  who  makes  it  to  his  seat;  pass  the  question  on  to  the  next 
in  line  and  then,  after  it  has  been  correctly  answered,  have  the  one  who 
made  the  error  repeat  the  correct  answer.  At  the  end  of  the  exercise,  those 
with  perfect  scores  win.  If  the  previous  reviews  have  been  well  dene,  all 
should  win. 

(20) 


(/)  In  this,  the  teacher  calls  upon  a  pupil  to  stand  and  to  name  a  number 
of  features  as  she  points  to  their  locations  in  turn.  This  device  is  especially 
adapted  to  save  time,  for  it  gets  the  maximum  of  work  for  the  minimum  of 
time  spent  in  calling  on  pupils  to  arise.  It  is  good,  also,  because  it  will 
result  in  a  rapid-fire  review  of  the  whole  list  of  features  by  each  pupil  in 
the  section. 

(g)  The  "match"  idea  may  be  applied  in  a  multitude  of  ways.  Leaders 
may  choose  their  followers  by  alternating  selections,  a  very  interesting  but 
somewhat  time-wasting  way  of  dividing  the  class ;  or  the  A  section  may  be 
matched  against  the  B  section,  the  right  side  of  the  room  against  the  left, 
or  the  boys  against  the  girls.  Except  for  formal  occasions,  when  something 
of  especial  interest  is  desired,  the  pupils  should  not  be  ranged  against  the 
board,  as  the  time  lost  in  this  is  considerable,  nor  should  the  choice  of 
followers  by  leaders  be  permitted  save  on  such  special  occasions.  No  one 
should  be  dropped  from  the  match  work  because  of  failure,  for  those  who 
fail  are  just  the  ones  who  need  the  work  most.  Score  should  be  kept  by  the 
teacher  or  the  side  leaders  by  making  a  mark  on  the  blackboard  each  time 
a  location  is  correctly  named  by  one  of  that  side.  When  holding  matches, 
point  to  the  features  on  the  map  and  call  on  the  pupils  in  rotation,  alternat- 
ing from  one  side  to  the  other. 

An  excellent  detail  to  the  formal  match  work  may  be  found  in  the  follow- 
ing :  "When  a  pupil  has  failed  to  make  the  correct  answer  to  a  match  question, 
he  is  to  go  over  to  the  opposite  side  until  he  does  make  a  correct  answer. 
Then  he  vanj  return  to  his  own  side.  This  is  a  special  incentive  for  interest 
and  effort  on  the  part  of  those  who  most  need  the  drill. 

(h)  Send  one  child  to  the  wall  map  to  locate  all  the  political  features 
involved  in  the  unit 's  work ;  another,  to  locate  all  the  rivers ;  another,  all 
the  lakes ;  another,  all  bodies  of  water ;  another,  all  land  features,  etc. 

20.  Test,  (a)  Have  each  pupil  make  an  outline  tracing  of  North 
America,  using  any  cheap,  unruled  paper*  and  the  outline  map  of  North 
America  which  accompanies  this  Bulletin. t  This  work  should  be  done  as  a 
seat  work  exercise  for  the  silent  section  in  classes  divided  into  sections.! 

The  alphabetical  list  of  names  of  the  features  whose  locations  are  to  be 
tested  is  then  placed  before  the  class  as  a  guide  to  the  correct  spelling. 
Next  the  teacher  points  to  and  pronounces  the  names  one  by  one,  and  as 
each  is  indicated  the  pupils  write  the  name  in  the  proper  place  on  their 
traced  outlines.  This  may  be  varied  by  having  numbers  written  before  the 
names  as  in  exercise  (d)  of  Section  19,  and  by  requiring  the  pupils  to  place 
the  numbers  corresponding  to  the  names  in  the  proper  locations  on  their 
outlines.    In  case  numbers  are  thus  used  for  locating  countries,  mountains, 

*A  chemical  manila  paper,  going  sixteen  pounds  to  the  ream,  can  be  purchased  in  one 
or  two  ream  lots  in  San  Francisco  for  a  little  over  a  dollar  per  ream.  This  cuts  con- 
veniently into  the  common  letter  size  (8J  by  11)  which  is  the  size  desired  for  this  work. 
This  means  that  it  will  cost  about  one  cent  for  twenty  sheets.  The  addresses  where  such 
paper  can  be  procured  will  be  furnished  by  the  Normal  School. 

In  case  circumstances  compel  the  teacher  to  do  without  such  paper,  the  exercises  sug- 
gested in  Section  19   («),  19   (b),  19   (d),  and  19   (f)  may  be  used  as  substitutes  for  it. 

f  See  Exercises  for  Seat  Work  given  below. 

JThis  use  of  outline  maps  for  seat  work,  both  in  drill  and  in  test,  is  strongly  urged 
because  it  tends  toward  an  accurate  visualization  of  the  outlines  of  the  continent  and  gives 
a  clearer  idea  of  the  relations  existing  between  these  outlines  and  the  features  to  be  added 
later. 

(21) 


rivers  and  large  masses  of  land  or  water,  each  number  should  be  written 
three  times  at  short  intervals  on  the  map,  so  as  to  give  the  general  trend  or 
extent  of  the  feature  for  which  it  stands.  It  is  advisable  that  the  numbers 
should  be  substituted  for  the  names  when  more  than  twenty  features  are 
to  be  located  on  a  single  outline.  Otherwise  the  written  names  will  become 
crowded  and  confused.  A  high  standard  of  neatness  and  accuracy  should 
be  set  in  this  outline  map  test. 

Mimeographed  or  printed  outline  maps  may  be  used  by  the  class  in  this 
test,  instead  of  maps  traced  for  the  purpose.  If  such  maps  are  available  in 
sufficient  quantities,  or  if  sufficient  time  is  found  during  the  silent  section 
seat  work  to  have  the  class  make  a  number  of  traced  maps,  this  method  of 
the  location  test  may  be  effectively  used  as  an  exercise  in  location  drills. 

(b)  Another  form  of  test  may  be  used  by  applying  drill  exercise  (d), 
Section  19. 

After  the  test  results  have  been  checked  up,  those  pupils  who  show  an 
imperfect  knowledge  and  weak  visualization  of  the  features  should  be  placed 
in  a  section  by  themselves,  the  class  being  divided  along  the  line  separating 
the  good  from  the  poor  pupils,  and  should  be  given  location  drill  (Section 
19)  until  the  proper  results  are  obtained.  The  rest  of  the  class,  of  course, 
pass  on  to  the  next  unit. 

21.  Review.  Drill  and  test  the  class  in  the  location  of  the  continents, 
oceans,  and  poles  by  reviewing  the  work  of  Sections  10-11. 

The  purpose  of  this  and  subequent  review  work  is  to  refresh  and  make 
more  permanent  the  visualizations  already  established  in  the  minds  of  the 
pupils.  It  is  an  essential  part  of  the  work.  Without  it  the  original  impres- 
sions, however  correct  and  vivid  they  may  have  been  at  the  time  the  original 
work  was  done,  will  fade  out  and  finally  disappear;  and  thus  the  whole 
value  of  the  course  will  be  lost. 

In  the  case  of  all  review  work  the  drilling  should  be  continued  and  varied 
by  the  different  devices  outlined  in  Section  19  until  the  teacher  is  sure  that 
.every  pupil  has  clear  visualizations  of  the  location  of  the  features  involved. 
Then  a  test  should  be  made.  For  the  review  tests  the  plan  outlined  in 
Section  19.  subdivision  (d),  is  especially  recommended.  It  saves  time  and 
does  not  require  the  preparation  of  outline  maps.  After  the  class  and 
teacher  have  become  familiar  with  this  method  of  conducting  review  tests, 
it  will  be  possible  for  the  class  to  locate  as  many  as  forty  features  in  ten 
minutes. 


EXERCISES  FOR  SEAT  WORK. 

The  following  exercises  are  useful  forms  of  seat  work  for  the  employment 
of  the  silent  section : 

1.  Tracing  Outline  Maps.  Supply  each  pupil  in  the  section  engaged  in 
seat  work  with  a  sheet  of  paper  and  set  the  section  to  tracing  the  outline  of 
the  continent  whose  features  they  are  considering,  by  use  of  one  of  a  set 
of  Outline  Maps  like  the  set  accompanying  this  Bulletin.  These  Outline 
Maps  were  designed  especially  to  be  used  in  connection  with  the  work  of 

(22) 


teaching  locations.*  They  represent  the  following  areas:  United  States, 
California,  North  America,  South  America,  Africa,  Asia,  Australia,  Europe, 
and  the  Hemispheres. 

As  a  basis  for  useful  seat  work  in  geography,  these  maps  have  proved  of 
the  first  value.  They  are  so  heavily  outlined  and  are  so  free  from  confusing 
minor  features  that  the  children  can  trace  them  in  less  than  two  minutes. 
Then,  upon  the  traced  outlines,  the  pupils  may  make  such  location  of 
features  as  the  current  work  in  locational  or  descriptive  geography  sug- 
gests. Ordinary  manila  paper,  such  as  is  cheapest  and  best  for  common 
school  use  is  thin  enough  to  permit  accurate  tracing.     (See  note,  page  21.) 

The  values  of  this  form  of  seat  work  will  appeal  to  the  teacher  at  once : 

(1)  Frequent  tracing  of  the  outlines  insures  correct  and  lasting  mental 
pictures  of  the  principal  areas  of  the  earth. 

(2)  The  traced  outlines  may  be  used, —  (a)  for  the  study  of  new  locations, 
in  which  work  the  pupils  first  find  the  location  of  the  features  in  their  text- 
book maps  and  then  indicate  their  location  on  the  outlines;  (&)  for  drill  on 
map  locations  already  temporarily  learned,  in  which  the  pupils  locate  the 
features  upon  the  outline  without  reference  to  any  other  map;  and  (c),  for 
the  purpose  of  testing  the  map  knowledge  of  the  class.  (See  pages  19-22.) 
Besides,  in  descriptive  geography  and  in  history,  the  tracings  may  be 
filled  in  by  the  pupils  to  show  the  products,  population,  cities,  physical 
characteristics,  railroads,  territorial  growth  or  any  other  important  aspect 
of  the  current  work. 

(3)  Seat  work,  based  upon  the  use  of  these  outlines,  has  proved  a  most 
useful  aid  in  teaching  map  geography.  Thus,  it  solves  in  part  the  problem 
of  the  teacher  of  the  ungraded  school, — "What  can  I  do  to  keep  my  many 
sections  usefully  busy  at  seat  work  during  the  long  intervals  when  they  are 
not  reciting  ? "     (See  Section  20.) 

2.  Locating  Neiv  Features.  This  exercise  is  to  be  used  when  the  section 
is  about  to  take  up  or  has  just  commenced  the  location  of  a  group  of  new 
features.  Place  the  list  of  the  features  on  the  board  and  then  direct  the 
members  of  the  section  to  hunt  up  each  on  their  text-book  maps.  After 
each  is  located,  its  name  is  to  be  written  on  a  slip  of  paper. 

3.  Locating  New  Features.  This  work,  also,  is  to  be  done  when  a  new 
group  of  features  is  being  taken  up.  Have  the  pupils  hunt  up  the  location 
of  each  feature  as  directed  in  (6),  and  then  write  the  name  in  its  proper 
place  on  an  outline  map. 

4.  Location  Drills.  In  this  the  pupils  should  write  the  names  found  in 
the  list  on  the  blackboard  in  their  proper  places  on  outline  maps.  Reference 
to  books  should  not  be  allowed. 

5.  Location  Drill.  The  teacher  draws  an  outline  of  the  continent  under 
consideration   on   the   blackboard   and  places  numbers   upon   the  various 

♦The  outlines  printed  by  the  Chico  State  Normal  School  are  on  heavy  paper ;  the  paper 
which  the  children  will  use  in  making  the  tracings  needs  to  be  only  letter  size,  81  by  11 
inches.  ■  In  ordering,  enough  copies  of  each  map  should  be  secured  to  provide  for  the  largest 
section  in  the  school.  All  outlines  should  be  mounted  on  heavy  cardboard  before  being  put 
to  use.  This  will  preserve  them  indefinitely.  .  A  light  coat  of  varnish  or  shellac  will  give' 
them  a  surface  which  may  be  cleaned  from  time  to  time  with  a  damp  cloth. 

« 

(23) 


features  in  the  location  of  which  the  section  is  to  be  drilled.  The  pupils 
then  arrange  the  numbers  found  on  the  outline  in  regular  order  down  the 
side  of  slips  of  paper,  and  write  after  each  number  the  name  of  the  feature 
to  which  it  refers.  A  list  of  the  names  of  the  features  should  be  in  sight 
so  that  the  spelling  may  be  correctly  written  by  the  class. 

6.  Answers  to  Map  Questions.  Certain  kinds  of  map  questions  may  be 
used  to  sharpen  the  visual  images  formed  in  the  minds  of  the  children. 
Care  must  be  taken,  however,  to  see  that  such  questions  as  are  used  really 
call  up  and  depend  upon  the  visualizations  held  by  the  class.  Otherwise 
the  word  location  will  tend  to  displace  the  mental  picture  of  the  location, 
and  more  harm  than  good  will  result.  The  following  questions  are  sug- 
gested as  types  of  the  sort  to  be  used : 

(1)  Name  the  countries  of  South  America  bordering  on  the  Pacific  Ocean. 

(2)  Name  the  countries  of  South  America  bordering  on  the  Atlantic 
Ocean. 

(3)  Name  all  the  states  in  the  Union,  beginning  with  Maine  and  passing 
from  one  to  another  in  the  order  of  contiguity.  Thus,  Maine ;  New  Hamp- 
shire; Vermont;  Massachusetts;  Rhode  Island;  Connecticut;  New  York; 
New  Jersey,  etc.  (The  boundaries  of  each  state  must  touch  the  one  preced- 
ing and  following  it  in  the  list.) 

(4)  Apply  (3)  to  the  countries  of  Europe. 

(5)  Is  the  Mississippi  River  nearer  the  Atlantic  or  the  Pacific  coast  line? 

(6)  Name  in  order,  beginning  with  South  America  and  going  eastward, 
the  oceans  and  continents  crossed  by  the  equator. 

(7)  Apply  (6)  to  the  zones  and  zone  boundary  circles. 

(8)  Name  the  land  and  water  features  over  which  you  would  pass  in 
making  a  journey  around  the  world. 

Note. — The  following  are  merely  suggestive  of  what  may  be  done.  It  is  to  be  under- 
stood that  a  feature  is  not  to  be  used  in  the  way  indicated  in  9  and  10  until  it  has  been 
taken  up   in  regular  drill. 

(9)  Name  the  land  and  water  features  over  which  you  would  pass  in 
going  from  here  to  London;  Switzerland;  Cairo;  St.  Petersburg;  etc. 

(10)  In  what  direction  is  the  Baltic  Sea  from  the  Adriatic  Sea"?  England 
from  Holland  ?  Africa  from  Europe  f  etc.  (Be  sure  to  limit  these  questions 
to  such  directions  as  are  due  north,  south,  east,  or  west.) 

Each  of  the  above  stimulates  a  mental  picture  of  the  map  locations 
involved  in  its  answer,  and  is,  therefore,  a  useful  form  of  seat  work.  But 
in  no  case  should  any  question  be  so  framed  and  used  as  to  require  repeat- 
edly the  same  verbal  answer.  If  this  should  be  allowed,  the  pupil  would 
fall  into  an  habitual  word  answer  that  would  soon  drive  out  the  visual 
image,  and  thus  do  more  harm  than  good. 


(24) 


SOUTH  AMERICA.     (First  time  over.) 

22.  Outline  Map  Sketching.  Apply  the  method  set  forth  in  Section 
16.    The  following  suggestive  hints  should  be  considered : 

1.  That  the  general  shape  of  the  continent  is  triangular. 

2.  That  the  mouth  of  the  Amazon  River  is  almost  due  east  of  the  Gulf  of 
Guayaquil. 

3.  That  the  Isthmus  of  Panama  is  south  of  the  northwestern  extremity  of 
the  continent. 

4.  That  the  easternmost  and  westernmost  points  of  the  continent  are  in 
about  the  same  latitude. 

5.  That  the  mouth  of  the  Plata  River  is  midway  between  Cape  Frio  and 
the  Strait  of  Magellan. 

It  is  not  expected  that  the  class  will  memorize  these  or  similar  hints  in 
other  outline  map  work.  Their  function  is  merely  to  make  strong  the 
mental  image  of  certain  characteristic  and  critical  portions  of  the  outline. 

23.  Pronunciation.  Apply  the  method  set  forth  in  Section  17.  The 
following  features  are  included  in  the  work  of  this  unit : 

1.  Amazon  River.  7.  Buenos  Aires. 

2.  Andes  Mountains.  8.  Caribbean  Sea. 

3.  Antarctic  Ocean.  9.  Chile. 

4.  Argentina.  10.  Pacific  Ocean. 

5.  Atlantic  Ocean.  11.  Rio  de  Janeiro. 

6.  Brazil.  12.  Valparaiso. 

24.  Location.  The  above  features  should  be  located  by  applying  the 
method  used  in  Section  18. 

25.  Drill.  Apply  the  exercises  suggested  in  Section  19  to  the  above 
features. 

26.  Test.     Apply  Section  20. 

27.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

North  America : 

19.  Alaska.  .  9.  Hudson  Bay. 

18.  Appalachian  Mountains.  8.  Mexico. 

17.  Arctic  Ocean.  7.  Mississippi  River. 

16.  Atlantic  Ocean.  6.  New  York  City. 

15.  Boston.  5.  Pacific  Ocean. 

14.  Canada.  4.  Rocky  Mountains. 

13.  Central  America.  -3.  St.  Lawrence  River. 

12.  Chicago.  2.  United  States. 

11.  Great  Lakes.  1.  Washington  City. 

10.  Gulf  of  Mexico. 


(25) 


The  list  of  features  considered  in  the  treatment  of  North  America,  first 
time  over,  is  here  printed  with  a  different  arrangement  of  marginal  numbers 
than  it  has  in  Section  17.  This  is  to  emphasize  the  fact  that  in  using  the 
numbers  in  location  drills  or  tests  the  features  should  be  variously  numbered 
from  time  to  time.  Otherwise  the  number  will  soon  take  the  place  of  the 
name  in  the  pupil's  mind.  See  Section  19,  subdivision  (d)  for  a  discussion 
of  this  point.  See,  also,  Section  21,  for  suggestions  as  to  method  and  pur- 
pose of  review  work. 


AFRICA.     (First  time  over.) 

28.  Outline  Map  Sketching.     Apply  the  method  set  forth  in  Section  16. 
The  following  suggestive  hints  should  be  used : 

1.  That  Africa  is  nearly  as  wide  as  it  is  long. 

2.  That  there  is  a  marked  break  in  the  contour  of  the  northern  coast  line 
at  Tunis,  about  the  center  of  the  northern  boundary. 

.  3.  That  the  bend  in  the  coast  line  at  the  head  of  the  Gulf  of  Guinea  is 
almost  due  south  of  the  break  in  the  northern  boundary  along  the  coast 
of  Tunis. 

4.  That  the  eastern  and  western  extremities  of  the  continent  are  in  about 
the  same  latitude. 

5.  That  there  are  three  indentations  similar  in  form  but  decreasing  in  size 
in  the  coast  line  from  the  Gulf  of  Aden  to  Cape  Colony. 

6.  That  it  is  about  as  far  from  the  Strait  of  Gibraltar  to  the  Isthmus  of 
Suez,  as  from  the  isthmus  to  the  easternmost  point  of  the  continent. 

29.  Pronunciation.     Apply  the  exercise  set  forth  in  Section  17.     The 
following  features  comprise  the  work  of  this  unit : 

1.  Alexandria.  9.  Egypt. 

2.  Antarctic  Ocean.  10.  Indian  Ocean. 

3.  Atlantic  Ocean.  11.  Isthmus  of  Suez. 

4.  Barbary  States  (as  a  whole).  12.  Kongo  River. 

5.  Cairo.  13.  Mediterranean  Sea. 

6.  Cape  Colony.  .  14.  Nile  River. 

7.  Cape  of  Good  Hope.  15.  Red  Sea. 

8.  Cape  Town.  16.  Strait  of  Gibraltar. 

30.  Location.     The  above  features  should  be  located  by  applying  the 
methods  used  in  Section  18. 

31.  Drill.     Apply  exercises  suggested  in  Section  19  for  drill  in  locating 
the  above  features. 


o 


2.  .  Test.     Apply  Section  20. 


(20) 


33.     Review.     Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  The  Earth  as  a  Whole,  first  time  over : 

11.  Africa.  5.  Europe. 

10.  Antarctic  Ocean  4.  Indian  Ocean. 
9.  Arctic  Oeean.  3.  North  America. 

8.  Asia.  2.  Pacific  Ocean. 

7.  Atlantic  Ocean.  1.  South  America. 

6.  Australia. 

(&)   South  America,  first  time  over: 

12.  Amazon  River.  6.  Buenos  Aires. 

11.  Andes  Mountains,  5.  Caribbean  Sea. 
10.  Antarctic  Ocean.                              4.  Chile. 

9.  Argentina.  3.  Pacific  Ocean. 

8.  Atlantic  Ocean.  2.  Rio  de  Janeiro. 

7.  Brazil.  1.  Valparaiso. 
See  Section  21  for  suggestions  concerning  review  work. 


AUSTRALIA  AND  PACIFIC  ISLANDS.     (First  time  over.) 

34.  Outline  Map  Sketching.  Australia  is  the  only  feature  to  be  included 
in  this  exercise.  Apply  the  method  set  forth  in  Section  16.  The  following 
suggestive  hints  should  be  used : 

1.  The  western  coast  line  is  about  one  half  as  long  as  the  eastern  coast  line. 

2.  The  Great  Australian  Bight  is  the  main  feature  of  the  southern  coast 
line,  and  is  almost  centrally  located  in  it. 

3.  Melbourne  Bay  is  due  south  of  Cape  York. 

4.  The  easternmost  and  westernmost  points  are  in  about  the  same  latitude. 

5.  The  northernmost  and  southernmost  points  are  in  about  the  same  longi- 
tude. 

35.  Pronunciation.  Apply  the  exercises  set  forth  in  Section  17.  The 
following  features  are  included  in  this  unit : 

1.  Australia.  7.  Manila. 

2.  East  Indies.  8.  New  Zealand. 

3.  Hawaiian  Islands.  9.  Pacific  Ocean. 

4.  Honolulu.  10.  Philippine  Islands. 

5.  Indian  Ocean.  11.  Sydney. 

6.  International  Date  Line. 

36.  Locations.  Locate  the  above  features  by  applying  methods  set  forth 
in  Section  18.  Honolulu  is  not  named  on  the  map  opposite  page  249  in  the 
Introductory  Geography.  The  teacher  should  therefore  show  the  pupils 
approximately  where  it  is,  and  thus  save  them  a  profitless  search.  In  the 
same  way  point  out  the  fact  that  the  International  Date  Line  is  the  180th 

(27) 


meridian.    It  should  be  explained  briefly  that  this  is  the  line  where  each  new 
date  first  begins. 

37.  Drill.     Apply  exercises  suggested  in  Section  19. 

38.  Test.     Apply  Section  20. 

39.  Review. 

In  this,  and  all  the  following  reviews,  the  names  of  the  features  involved  are  arranged 
alphabetically,  but  are  not  set  forth  in  list  form.  The  teacher  should  understand  that  they 
are  to  be  listed  by  her  when  used  in  class,  as  shown  in  Sections  27  and  33. 

Drill  and  test  the  class  in  the  location  of  the  following  features : 

(a)  North  America  (first  time  over)  :  Alaska,  Appalachian  Mountains, 
Arctic  Ocean,  Atlantic  Ocean,  Boston,  Canada,  Central  America,  Chicago, 
Great  Lakes,  Gulf  of  Mexico,  Hudson  Bay,  Mexico,  Mississippi  River,  New 
York  City,  Pacific  Ocean,  Rocky  Mountains,  St.  Lawrence  River,  United 
States,  Washington  City. 

(6)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic  Ocean, 
Barbary  States  (as  a  whole),  Cairo,  Cape  Colony,  Cape  of  Good  Hope,  Cape 
Town,  Egypt,  Indian  Ocean,  Isthmus  of  Suez,  Kongo  River,  Mediterranean 
Sea,  Nile  River,  Strait  of  Gibraltar. 

In  using  number  symbols  for  testing  and  drilling  the  class  in  the  location 
of  the  above,  the  teacher  should  employ  a  varying  assortment  of  numbers 
as  suggested  in  Section  19,  subdivision  (d).  See  Section  21  for  directions 
concerning  reviews. 


ASIA.     (First  time  over.) 

40.  Outline  Map  Sketching.  The  outline  of  Asia  will  be  harder  for 
the  class  to  sketch  than  that  of  any  continent  thus  far  treated.  Nevertheless 
it  is  important  that  this  work  should  not  be  neglected.  During  the  first  two 
or  three  days  allow  two  minutes  instead  of  one  for  the  blackboard  work. 
Re-read  Section  16  carefully  and  apply  its  methods.  The  following  hints 
may  be  used: 

1.  That  East  Cape  is  nearer  the  top  of  the  map  than  any  other  point. 

2.  That  India  is  due  south  of  the  Gulf  of  Ob. 

3.  That  a  line  passing  through  the  southernmost  points  of  Arabia,  India, 
and  the  Malay  Peninsula  is  nearly  straight,  and  runs  a  little  north  of  west 
by  a  little  south  of  east. 

4.  That  the  Malay  Peninsula  is  the  southernmost  point  of  the  continent. 

5.  That  there  are  six  prominent  projections  on  the  eastern  coast. 

6.  That  a  line  almost  straight  can  be  drawn  northeast  by  southwest 
through  five  of  these  points,  namely, — Kamchatka,  Korea,  China,  Indo- 
China,  and  the  Malay  Peninsula. 


(28) 


41.  PsONUNClA'hON.  Apply  the  exercise  set  forth  in  Section  17.  The 
following  features  are  to  be  taken  up  in  this  unit : — 

1.  Arabia.  34.  Japan. 

2.  Arctic  Ocean.  15.  Jerusalem. 

3.  Black   Sea.  16.  Jordan  River. 

4.  Calcutta.  17.  Mecca. 

5.  Caspian  Sea.  18.  Pacific   Ocean. 

6.  Chinese  Empire.  19.  Peking. 

7.  Desert  of  Gobi.  20.  Persia. 

8.  Euphrates  River.  21.  Red  Sea. 

9.  Ganges  River.  22.  Siberia. 

10.  Himalaya  Mountains.  23.  Steppes. 

11.  India.  24.  Tibet. 

12.  Indian  Ocean.  25.  Tokyo. 

13.  Indus  River.  26.  Turkey    (Asiatic). 

42.  Locations.  Apply  exercises  set  forth  in  Section  18  in  locating  the 
above  features. 

43.  Drill.     Apply  the  drill  exercises  suggested  in  Section  19. 
'44.     Test.     Apply  Section  20. 

45.     Review. 

(a)  The  Earth  as  a  Whole  (first  time  over)  :  Africa,  Antarctic  Ocean. 
Arctic  Ocean,  Asia,  Atlantic  Ocean,  Australia.  Europe.  Indian  Ocean, 
North  America,  Pacific  Ocean,  South  America. 

(b)  South  America  (first  time  over)  :  Amazon  River,  Andes  Mountains, 
Antarctic  Ocean,  Argentina.  Atlantic  Ocean,  Brazil.  Buenos  Aires,  Carib- 
bean Sea.  Chile,  Pacific  Ocean.  Rio  de  Janeiro.  Valparaiso. 

(c)  Australia  and  Pacific  Islands  (first  time  over)  :  Australia.  East  In- 
dies, Hawaiian  Islands,  Honolulu,  Indian  Ocean,  International  Date  Line, 
Manila.  New  Zealand,  Pacific  Ocean.  Philippines,  Sydney. 

See  Section  21  for  suggestions  concerning  reviews. 


EUROPE.     (First  time  over.) 

46.  Outline  Map  Sketching.  Europe  is  the  hardest  continent  of  all 
to  sketch,  for  its  coast  line  is  the  most  irregular,  and  many  of  the  relatively 
minor  irregularities  are  significant  and  must  be  included.  As  in  the  case 
of  Asia,  it  will  be  well  to  give  the  class  two  minutes  for  board  drawing 
during  the  first  two  days.  Carefully  apply  the  methods  set  forth  in  Sec- 
tion 16.     The  following  hints  will  be  found  useful : 

1.  That  the  coast  line  of  Norway  is  very  irregular. 

2.  That  Denmark  projects  into  the  cleft  in  the  southern  end  of  Norway 
and  Sweden. 

3.  That  the  west  coast  of  Prance  is  characterized  by  the  peninsula  that 
projects  into  the  Atlantic  just  south  of  England. 

(20) 


4.  That  the  west  coast  of  Spain  and  Portugal  is  roughly  rectangular. 

5.  That  Italy  and  Greece  slant  toward  the  southeast. 

6.  That  Italy  has  the  shape  of  a  boot. 

7.  That  Greece  roughly  resembles  a  hand  cut  almost  in  half.    . 

8.  That  the  Adriatic  Sea  is  in  approximately  the  same  latitude  as  the 
Black  Sea. 

9.  That  the  Black  Sea  has  the  shape  of  a  slipper,  and  is  due  south  of 
the  White  Sea. 

47.  Pronunciation.  Apply  the  exercises  set  forth  in  Section  17.  The 
following  features  are  to  be  taken  up  in  this  unit : 

1.  Alps  Mountains.  20.  Holland. 

2.  Arctic  Ocean.  21.  Iceland. 

3.  Atlantic  Ocean.  22.  Ireland. 

4.  Austria-Hungary.  23.  Italy. 

5.  Belgium.  24.  London. 

6.  Berlin.  25.  Mediterranean  Sea. 

7.  Black  Sea.  26.  Norway. 

8.  Bosporus.  27.  Paris. 

9.  Bulgaria.  28.  Portugal. 

10.  Caspian   Sea.  29.  Rome. 

11.  Constantinople.  30.  Roumania. 

12.  Danube  River.  31.  Russia. 

13.  Dardanelles.  32.  Scotland. 

14.  Denmark.  33.  Sicily. 

15.  England.  34.  Spain. 

16.  France.  35.  St.  Petersburg. 

17.  Germany.  36.  Sweden. 

18.  Great  Britain.  37.  Switzerland. 

19.  Greece.  38.  Turkey   (European). 

48.  Locations.  In  dealing  with  so  many  new  locations  it  will  be  neces- 
sary to  take  up  half  of  them  first  and  drill  on  them  for  a  time  before  intro- 
ducing the  class  to  the  remainder.  In  this  way  mental  congestion  will  be 
avoided  and  clear  visualizations  secured.  No  part  of  the  work  is  more 
important  than  the  clear  visualization  of  these  European  features  in  their 
proper  map  relations.  Everyday  experiences  are  constantly  demanding  that 
we  have  vivid  mental  images  of  them. 

Carefully  apply  exercises  set  forth  in  Section  18  in  locating  the  above 
features. 

Point  out  the  location  of  Holland  so  as  to  show  the  class  its  map  position. 
On  the  text  map,  Fig.  183,  opposite  page  225,  Holland  is  called  Netherlands. 

49.  Drill.  Apply  the  drill  exercises  suggested  in  Section  19.  In  drill- 
ing on  the  content  of  this  unit,  the  exercises,  involving  the  use  of  numbers  in 
marking  locations  on  maps  and  m  writing  lists  of  answers  to  features 

(30) 


pointed  out  by  the  teacher  on  the  wall  map,  will  be  of  especial  value  because 
of  the  saving  of  time  thus  gained  and  because  the  numbers  take  up  much 
less  space  than  the  names. 

50.  Test.     Apply  Section  20.  . 

51.  Review.     Drill  and  test  the  class  in  the  location  of  the  following : 
(a)  North  America  (first  time  over)  :  Alaska,  Appalachian  Mountains, 

Arctic  Ocean,  Atlantic  Ocean,  Boston,  Canada,  Central  America,  Chicago, 
Great  Lakes,  Gulf  of  Mexico,  Hudson  Bay,  Mexico,  Mississippi  River,  New 
York  City,  Pacific  Ocean,  Rocky  Mountains,  St.  Lawrence  River,  United 
States,  Washington  City. 

(&)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic 
Ocean,  Barbary  States  (as  a  whole),  Cairo,  Cape  Colony.  Cape  of  Good 
Hope,  Cape  Town,  Egypt,  Indian  Ocean,  Isthmus  of  Suez,  Kongo  River, 
Mediterranean  Sea,  Nile  River.  Red  Sea,  Strait  of  Gibraltar. 

(c)  Asia  (first  time  over)  :  Arabia,  Arctic  Ocean,  Black  Sea,  Calcutta, 
Caspian  Sea,  Chinese  Empire,  Desert  of  Gobi,  Euphrates  River,  Ganges 
River,  Himalaya  Mountains,  India,  Indian  Ocean,  Indus  River.  Japan, 
Jerusalem,  Jordan  River,  Mecca,  Pacific  Ocean,  Peking,  Persia,  Red  Sea, 
Siberia,  Steppes,  Tibet,  Tokyo,  Turkey  (Asiatic). 

See  Section  21  for  suggestions  concerning  review  work. 


UNITED  STATES.     (First  time  over.) 

52.  Outline  Map  Sketching.  Re-read  and  carefully  apply  Section  16. 
The  following  hints  will  help  to  emphasize  certain  characteristics  in  the 
visualization  of  the  outline : 

1.  That  Lake  Ontario  is  due  north  of  Florida,  and  Lake  Superior  is 
north  of  the  delta  of  the  Mississippi  River. 

2.  That  Chesapeake  Bay  is  due  east  of  San  Francisco  Bay. 

3.  That  the  southernmost  point  of  Florida  and  the  southern  tip  of  Texas 
are  in  a  line  almost  parallel  with  the  bottom  of  the  map. 

4.  That  the  southern  point  of  Lake  Michigan  is  in  the  same  latitude  as 
the  southern  border  of  Lake  Erie. 

5.  That  Cape  Hatteras  lies  midway  between  the  southern  point  of  Florida 
and  the  northeastern  point  of  Maine. 

6.  That  Cape  Hatteras  and  Point  Concepcion  are  in  nearly  the  same 
latitude. 


(31) 


53.     Pronunciation.     Apply  the  exercises  set  forth  in  Section  17. 
following  features  are  to  be  taken  up  in  this  unit : 
Physical  Features, — Water: 


The 


1.  Atlantic  Ocean. 

2.  Chesapeake  Bay. 

3.  Colorado  River. 

4.  Columbia  River. 

5.  Connecticut  River. 

6.  Great   Lakes. 

7.  Great  Salt  Lake. 

8.  Gulf  of  Mexico. 

9.  Hudson  River. 

10.  Lake    Champlain. 

11.  Lake  Erie. 

12.  Lake  Huron. 

13.  Lake  Michigan. 
Physical  Features, — Land: 

1.  Adirondack   Mountains. 

2.  Appalachian  Mountains. 

3.  Cape  Cod. 

4.  Cape  Hatteras. 

5.  Cascade  Mountains. 


14.  Lake  Ontario. 

15.  Lake  Superior. 

16.  Massachusetts  Bay. 

17.  Mississippi  River. 

18.  Missouri  River. 

19.  Niagara  Falls. 

20.  Ohio  River. 

21.  Pacific  Ocean. 

22.  Potomac  River. 

23.  Puget  Sound. 

24.  Rio  Grande. 

25.  San  Francisco  Bay. 

26.  St.  Lawrence  River. 

7.  Long  Island. 

8.  Mississippi  Valley. 

9.  Rocky  Mountains.    . 

10.  Sierra  Nevada  Mountains. 

11.  Yellowstone  Park. 


6.  Coast  Range. 

54.  Locations.  In  fixing  the  locations  of  the  above  features  the  first 
list  should  be  taught  and  drilled  thoroughly  before  the  second  is  taken  up. 
This  will  avoid  the  difficulty  of  attempting  to  develop  too  many  new  visual- 
izations at  the  same  time. 

Carefully  apply  the  method  suggested  in  Section  18. 

55.  Drill.  Apply  the  exercises  suggested  in  Section  19.  See  suggestion 
in  Section  49. 

56.  Test.     Apply  Section  20. 

57.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  South  America  (first  time  over) :  Amazon  River,  Andes  Mountains, 
Antarctic  Ocean,  Argentina,  Atlantic  Ocean,  Brazil,  Buenos  Aires,  Carib- 
bean Sea,  Chile,  Pacific  Ocean,  Rio  de  Janeiro,  Valparaiso. 

(b)  Australia  and  Pacific  Islands  (first  time  over)  :  Australia,  East  Indies, 
Hawaiian  Islands,  Honolulu,  Indian  Ocean,  International  Date  Line,  Manila, 
New  Zealand,  Pacific  Ocean,  Philippines,  Sydney. 

(c)  Europe  (first  time  over)  :  Alps  Mountains,  Arctic  Ocean,  Atlantic 
Ocean,  Austria-Hungary,  Belgium,  Berlin,  Black  Sea,  Bosporus,  Bulgaria, 
Caspian  Sea,  Constantinople,  Danube  River,  Dardanelles,  Denmark,  Eng- 
land, France,  Germany,  Great  Britain,  Greece,  Holland,  Iceland,  Ireland, 
Italy,  London,  Mediterranean  Sea,  Norway,  Paris,  Portugal,  Rome,  Rou- 

(32) 


mania,  Russia,  Scotland,  Sicily,  Spain,  St.  Petersburg,  Sweden,  Switzerland, 
Turkey  (European). 

See  Section  21  for  suggestions  concerning  reviews. 


CALIFORNIA.     (First  time  over.) 

58.  Outline  Map  Sketching.  Apply  with  care  the  suggestions  con- 
tained in  Section  16.  The  following  points  will  help  in  giving  correct  visual- 
izations of  the  outline  : — 

1.  That  the  northern  boundary  of  California  is  a  parallel  of  latitude. 

2.  That  the  northeastern  boundary  runs  along  a  meridian. 

3.  That  the  northern  boundary  is  practically  the  same  in  length  as  the 
northeastern  boundary. 

4.  That  Cape  Mendocino  is  the  most  westerly  point. 

5.  That  San  Francisco  Bay  is  somewhat  south  of  the  latitude  of  Lake 
Tahoe. 

6.  That  California  is  narrowest  between  San  Francisco  Bay  and  Lake 
Tahoe,  save  at  the  extreme  southern  end. 

7.  That  the  greatest  width  of  California  is  found  between  Point  Concep- 
cion  and  the  Colorado  River. 

8.  That  the  southern  boundary  slants  upward  somewhat  north  of  due  east, 
and  is  about  two  thirds  the  length  of  the  northern  boundary. 

9.  That  the  straight  line' forming  the  eastern  boundary  from  Lake  Tahoe 
to  the  Colorado  River  is  in  line  with  the  northwestern  corner  of  the  State, 
and  about  twice  as  long  as  the  northern  boundary. 

It  should  be  remembered  that  when  these  map  hints  are  being  used  in 
class  no  terms  not  understood  by  the  class,  such  as  latitude  or  meridian  or 
Lake  Tahoe.  are  to  be  used.  The  teacher  will  have  no  difficulty  in  making 
the  points  in  the  above  clear  by  loose  and  simple  expressions  when  inter- 
preted by  constant  reference  to  her  model  outline. 

59.  Pronunciation.  Apply  exercises  set  forth  in  Section  17.  The  fol- 
lowing features  are  to  be  taken  up  in  this  unit : — 

1.  Arizona.  12.  Sacramento  River. 

2.  Cape  Mendocino.  13.  San  Francisco  Bay. 

3.  Coast  Range.  14.  San  Joaquin  River. 

4.  Colorado  River.  15.  Santa  Catalina  Island. 

5.  Golden  Gate.  16.  Mt.  Shasta. 

6.  Mexico.  17.  Sierra  Nevada  Mountains. 

7.  Mohave  Desert.  18.  Tahoe  Lake. 

8.  Monterey  Bay.  19.  Tehachapi  Pass. 

9.  Nevada.  20.  Tulare  Lake. 

10.  Oregon.  21.  Yosemite  Valley. 

11.  Pacific  Ocean. 

3— bul.  5  (33) 


60.  Locations.     Apply  the  exercises  described  in  Section  18. 

61.  Drill.  Apply  the  exercises  described  in  Section  19.  See  suggestion 
in  Section  49. 

62.  Test.     Apply  Section  20. 

63.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  North  America  (first  time  over)  :  Alaska,  Appalachian  Mountains, 
Arctic  Ocean,  Atlantic  Ocean,  Boston,  Canada,  Central  America,  Chicago, 
Great  Lakes,  Gulf  of  Mexico,  Hudson  Bay,  Mexico,  Mississippi  River,  New 
York  City,  Pacific  Ocean,  Rocky  Mountains,  St.  Lawrence,  United  States, 
Washington  City. 

(&)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic 
Ocean,  Barbary  States,  Cairo,  Cape  Colony,  Cape  of  Good  Hope,  Cape 
Town,  Egypt,  Indian  Ocean,  Isthmus  of  Suez.  Kongo  River,  Mediterranean 
Sea,  Nile  River,  Red  Sea,  Strait  of  Gibraltar. 

(c)  Asia  (first  time  over)  :  Arabia,  Arctic  Ocean,  Black  Sea,  Calcutta. 
Caspian  Sea,  Chinese  Empire,  Desert  of  Gobi,  Euphrates  River,  Ganges 
River,  Himalaya  Mountains,  India,  Indian  Ocean,  Indus  River,  Japan, 
Jerusalem,  Jordan  River,  Mecca,  Pacific  Ocean,  Peking,  Persia,  Red  Sea, 
Siberia,  Steppes,  Tibet,  Tokyo,  Turkey  (Asiatic). 

(d)  United  States  (first  time  over)  : — 

Physical  Features,  Land:  Adirondack  Mountains,  Appalachian  Moun- 
tains, Cape  Cod,  Cape  Hatteras,  Cascade  Mountains,  Coast  Range,  Long 
Island,  Mississippi  Valley,  Rocky  Mountains,  Sierra  Nevada  Mountains, 
Yellowstone  Park. 

Physical  Features,  Water:  Atlantic  Ocean,  Chesapeake  Bay,  Colorado 
River,  Columbia  River,  Connecticut  River,  Great  Lakes,  Great  Salt  Lake, 
Gulf  of  Mexico,  Hudson  River,  Lake  Champlain,  Lake  Erie,  Lake  Huron. 
Lake  Michigan,  Lake  Ontario,  Lake  Superior,  Massachusetts  Bay,  Missis- 
sippi River,  Missouri  River,  Niagara  Falls,  Ohio  River,  Pacific  Ocean, 
Potomac  River,  Puget  Sound,  Rio  Grande,  San  Francisco  Bay,  St.  Lawrence 
River. 

See  Section  21  for  suggestions  concerning  reviews. 


THE  EARTH  AS  A  WHOLE.     (Second  time  over.) 

64.  Class  Work  With  Globes.  Pass  out  the  small  globes  used  in  the 
work  of  Sections  2-6.  Point  out,  describe  briefly,  and  have  each  member  of 
the  class  rise  and  locate  on  his  globe  the  following:  Arctic  Circle,  Tropic 
of  Cancer,  Equator,  Tropic  of  Capricorn,  Antarctic  Circle,  North  Frigid 
Zone,  North  Temperate  Zone,  Torrid  Zone,  South  Temperate  Zone,  South 
Frigid  Zone.  Explain  in  a  few  words  that  the  Frigid  Zones  are  cold  and 
bleak;  that  they  are  lands  of  ice  and  snow.  The  Temperate  Zones  are  mild 
and  pleasant  regions.    The  Torrid  Zone  is  very  hot. 

65.  Locations  on  the  Hemisphere  Maps.  Use  the  same  outline  map 
of  .the  hemispheres  as  was  used  in  the  work  of  Section  10.  Draw  on  it  the 
Arctic  and  Antarctic  Circles,  the  Tropics  of  Cancer  and  Capricorn,  and 

(34) 


the  Equator.  Then  apply  the  methods  suggested  in  Section  10.  Review  in 
connection  with  the  new  locations  the  location  of  the  features  taken  up  in 
treating  the  Earth  as  a  Whole,  first  time  over.     (See  Section  3.) 

66.  Locations  on  the  Mercator  Map  op  the  World.  Have  the  pupils 
turn  to  the  Mercator  map,  Fig.  120,  opposite  page  137  in  the  Introductory 
Geography.  Have  different  members  find  and  point  to  the  location  of  the 
various  zones  and  circles  on  this  map.  Also  review  the  location  of  the 
different  continents  and  oceans. 

67.  Test,  (a)  Have  each  pupil  stand,  point  to,  and  name  the  zones  and 
zone  boundary  circles  as  they  appear  upon  his  globe. 

•(&)  Send  each  pupil  in  turn  to  the  outline  map  of  the  hemispheres  and 
have  him  point  out  each  zone  and  circle. 

68.  Written  Work.  At  its  first  occasion  for  seat  work  in  map 
geography  have  the  section  that  has  just  completed  the  above  exercises  copy 
the  following  from  the  blackboard,  filling  in  the  missing  words : — 

1.  The  Equator  runs  through  the  middle  of  the  • Zone. 

2.  The  Tropic  of is  the  northern  boundary  of  the  Torrid  Zone. 

3.  The  Tropic  of  — — ■  is  the  southern  boundary  of  the  Torrid  Zone. 

4.  The  — —  Circle  is  the  northern  boundary  of  the  North  Temperate  Zone. 

5.  The  North  Temperate  Zone  is  north  of  the Zone. 

6.  The  North  Temperate  Zone  is  south  of  the Zone. 

7.  The  Arctic  Circle  is  south  of  the Zone.  ) 

8.  The  Tropic  of is  north  of  the  South  Temperate  Zone. 

9.  The Zone  is  south  of  the  Torrid  Zone. 

10.  The Zone  is  south  of  the  South  Temperate  Zone. 

69.  Review.  Drill  and  test  the  pupils  in  the  location  of  the  following 
features : 

(a)  The  Earth  as  a  Whole  (first  time  over)  :  Africa.  Antarctic  Ocean, 
Arctic  Ocean,  Asia,  Atlantic  Ocean.  Australia,  Europe.  Indian  Ocean, 
North  America.  Pacific  Ocean.  South  America. 

(b)  Asia  (first  time  over)  :  Arabia,  Arctic  Ocean.  Black  Sea,  Calcutta. 
Caspian  Sea.  Chinese  Empire,  Desert  of  Gobi.  Euphrates  River.  Ganges 
River,  Himalaya  Mountains,  India,  Indian  Ocean,  Indus  River,  Japan,  Jeru- 
salem, Jordan  River,  Mecca.  Pacific  Ocean.  Peking,  Persia.  Red  Sea.  Siberia, 
Steppes,  Tibet,  Tokyo,  Turkey  (Asiatic). 

(c)  United  States  (first  time  over)  : 

Physical  Features,  Water:  Atlantic  Ocean.  Chesapeake  Bay.  Colorado 
River,  Columbia  River,  Connecticut  River,  Great  Lakes,  Great  Salt  Lake. 
Gulf  of  Mexico,  Hudson  River,  Lake  Champlain.  Lake  Erie.  Lake  Huron, 
Lake  Michigan,  Lake  Ontario,  Lake  Superior.  Massachusetts  Bay.  Missis- 
sippi River,  Missouri  River,  Niagara  Falls,  Ohio  River.  Pacific  Ocean. 
Potomac  River.  Puget  Sound.  Rio  Grande.  San  Francisco  Bay.  St.  Lawrence 
River. 

Physical  Features,  Land:  Adirondack  Mountains.  Appalachian  Mountains. 
Cape  Cod,  Cape  Hatteras,  Cascade  Mountains.  Coast  Range.  Long  Island. 

(35) 


Mississippi  Valley,  Rocky  Mountains,  Sierra  Nevada  Mountains,  Yellowstone 
Park. 

See  Section  21  for  suggestions  concerning  review. 


NORTH  AMERICA.     (Second  time  over.) 

70.  Outline  Map  Sketching.  Drill  the  class  in  sketching  the  outline 
of  North  America  in  the  manner  suggested  in  Section  16.  By  this  time  the 
pupils  should  have  a  clear  visualization  of  the  main  features  of  this  conti- 
nent and  a  few  days'  work  should  be  sufficient  to  secure  good  outlines.  In 
any  event,  continue  the  drill  until  satisfactory  results  are  attained. 

71.  Pronunciation.  Apply  the  method  set  forth  in  Section  17.  The 
following  features  are  to  be  considered  in  this  unit : 

1.  Bering  Sea.  12.  Mexico. 

2.  Bering  Strait.  13.  Montreal. 

3.  Caribbean  Sea.  14.  Newfoundland. 

4.  Cuba.  15.  New  Orleans. 

5.  Greenland.  16.  Panama  Canal. 

6.  Gulf  of  California.  17.  Porto  Rico. 

7.  Gulf  of  St.  Lawrence.  18.  Rio  Grande. 

8.  Havana.  19.  San  Francisco. 

9.  Hawaiian  Islands.  20.  Vancouver  Island. 

10.  Isthmus  of  Panama.  21.  West  Indies. 

11.  Lower  California.  22.  Yukon  River. 

72.  Location.  Locate  the  above  features  by  applying  the  methods  sug- 
gested in  Section  18. 

73.  Drill.     Apply  the  drill  exercises  suggested  in  Section  19. 

74.  Test.     Apply  the  tests  suggested  in  Section  20. 

75.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  North  America  (first  time  over)  :  Alaska,  Appalachian  Mountains. 
Arctic  Ocean,  Atlantic  Ocean,  Boston,  Canada,  Central  America,  Chicago, 
Great  Lakes,  Gulf  of  Mexico,  Hudson  Bay,  Mexico,  Mississippi  River,  New 
York  City,  Pacific  Ocean,  Rocky  Mountains,  St.  Lawrence  River,  United 
States,  Washington  City. 

(&)  Europe  (first  time  over)  :  Alps  Mountains,  Arctic  Ocean,  Atlantic 
Ocean,  Austria-Hungary,  Belgium,  Black  Sea,  Bosporus,  Bulgaria,  Caspian 
Sea,  Constantinople,  Danube  River,  Dardanelles,  Denmark,  England,  France, 
Germany,  Great  Britain,  Greece,  Holland,  Iceland,  Ireland,  Italy,  London, 
Mediterranean  Sea,  Norway,  Paris,  Portugal,  Rome,  Roumania,  Russia,  Scot- 
land, Sicily,  Spain,  St.  Petersburg, Sweden, Switzerland, Turkey  (European). 

(c)  California  (first  time  over)  :  Arizona,  Cape  Mendocino,  Coast  Range, 
Colorado  River,  Golden  Gate,  Mexico,  Mohave  Desert,  Monterey  Bay,  Nevada, 

(3G) 


Oregon,  Pacific  Ocean,  Sacramento  Kiver,  San  Francisco  Bay,  San  Joaquin 
River,  Santa  Catalina  Island,  Mount  Shasta,   Sierra  Nevada  Mountains. 
Tahoe  Lake,  Tehachapi  Pass,  Tulare  Lake,  Yosemite  Valley. 
See  Section  21  for  suggestions  concerning  review. 


SOUTH  AMERICA.     (Second  time  over.) 

76.  Outline  Map  Sketching.  Apply  the  method  suggested  in  Sec- 
tion 16.    See  Section  22  for  hints  in  sketching  the  outline  of  South  America. 

77.  Pronunciation.  Apply  the  method  set  forth  in  Section  17.  The 
following  features  are  to  be  taken  up  in  this  unit : 

1.  Bolivia.  6.  Paraguay. 

2.  Cape  Horn.  7.  Peru. 

3.  Colombia.  8.  Strait  of  Magellan. 

4.  Ecuador.  9.  Uruguay. 

5.  Guiana.       '  10.  Venezuela. 

78.  Locations.  Locate  the  above  features  by  the  method  set  forth  in 
Section  18. 

79.  Drill.     Use  the  drills  suggested  in  Section  19. 

80.  Test.     Apply  the  test  methods  suggested  in  Section  20. 

81.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  South  America  (first  time  over)  :  Amazon  River,  Andes  Mountains. 
Antarctic  Ocean,  Argentina,  Atlantic  Ocean,  Brazil,  Buenos  Aires,  Carib- 
bean Sea,  Chile,  Pacific  Ocean,  Rio  de  Janeiro,  Valparaiso. 

(6)    United  States  (first  time  over)  : 

Physical  Features,  Water:  Atlantic  Ocean,  Chesapeake  Bay,  Colorado 
River,  Columbia  River,  Connecticut  River,  Great  Lakes,  Great  Salt  Lake. 
Gulf  of  Mexico,  Hudson  Bay,  Lake  Champlain,  Lake  Erie,  Lake  Huron.  Lake 
Michigan,  Lake  Ontario,  Lake  Superior,  Massachusetts  Bay,  Mississippi 
River,  Missouri  River,  Niagara  Falls,  Ohio  River,  Pacific  Ocean,  Potomac 
River,  Puget  Sound,  Rio  Grande,  San  Francisco  Bay,  St.  Lawrence  River. 

Physical  Features,  Land:  Adirondack  Mountains, Appalachian  Mountains, 
Cape  Cod,  Cape  Hatteras,  Cascade  Mountains,  Coast  Range,  Long  Island, 
Mississippi  Valley,  Rocky  Mountains,  Sierra  Nevada  Mountains,  Yellowstone 
Park. 

(c)  The  Earth  as  a  Whole  (second  time  over)  :  Antarctic  Circle,  Arctic 
Circle,  Equator,  North  Frigid  Zone,  North  Temperate  Zone,  South  Frigid 
Zone,  South  Temperate  Zone,  Torrid  Zone,  Tropic  of  Cancer,  Tropic  of 
Capricorn. 

See  Section  21  for  suggestions  concerning  review. 


1 37 1 


AFRICA.     (Second  time  over.) 

82.  Outline  Map  Sketching.  Apply  the  method  described  in  Sec- 
tion 16.  See  Section  28  for  suggestive  hints  to  aid  in  sketching  the  outline 
of  Africa. 

83.  Pronunciation.  Apply  Section  17.  The  following  features  are  to 
be  taken  up  in  this  unit : 

1.  Abyssinia.  9.  Madagascar. 

2.  Algeria.  10.  Morocco. 

3.  Atlas  Mountains.  11.  Sahara  Desert. 

4.  Azores  Islands.  12.  St.  Helena  Island. 

5.  Canary  Islands.  13.  Suez  Q&nal. 

6.  Darkest  Africa.  14.  Tripoli. 

7.  Gulf  of  Guinea.  15.  Tunis. 

8.  Kongo  Free  States. 

84.  Locations.  Teach  the  location  of  the  above  features  by  the  method 
set  forth  in  Section  18. 

85.  Drill.     Use  the  drills  suggested  in  Section  19. 

86.  Test.     Apply  the  test  methods  suggested  in  Section  20. 

87.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  Africa  (first  time  over)  :  Alexandria,  Antarctic  Ocean,  Atlantic  Ocean, 
Barbary  States,  Cairo,  Cape  Colony,  Cape  of  Good  Hope,  Cape  Town,  Egypt, 
Indian  Ocean,  Isthmus  of  Suez,  Kongo  River,  Mediterranean  Sea,  Nile 
River,  Red  Sea,  Strait  of  Gibraltar. 

(b)  California  (first  time  over)  :  Arizona,  Cape  Mendocino,  Coast  Range, 
Colorado  River,  Golden  Gate,  Mexico,  Mohave  Desert,  Monterey  Bay,  Nevada. 
Oregon,  Pacific  Ocean,  Sacramento  River,  San  Francisco  Bay,  San  Joaquin 
River,  Santa  Catalina  Island,  Mount  Shasta,  Sierra  Nevada  Mountains, 
Tahoe  Lake,  Tehachapi  Pass,  Tulare  Lake,  Yosemite  Valley. 

(c)  North  America  (second  time  over)  :  Bering  Sea,  Bering  Strait, 
Caribbean  Sea,  Cuba,  Greenland,  Gulf  of  California,  Gulf  of  St.  Lawrence, 
Havana,  Hawaiian  Islands,  Isthmus  of  Panama,  Lower  California,  Mexico, 
Montreal,  Newfoundland,  New  Orleans,  Porto  Rico,  Rio  Grande,  San  Fran- 
cisco, Vancouver  Island,  West  Indies,  Yukon  River. 

See  Section  21  for  suggestions  concerning  review. 


(38) 


AUSTRALIA  AND   PACIFIC  ISLANDS.     (Second  time  over.) 

88.  Outline  Map  Sketching.  Apply  the  method  described  in  Section 
16.    See  Section  34  for  suggestive  hints. 

89.  Pronunciation.  Apply  the  method  set  forth  in  Section  17.  The 
following  features  are  to  be  taken  up  in  this  unit : 

1.  Borneo.  6.  New  Guinea. 

2.  Guam.  7-  Samoan  Islands. 
3    Java  8.  Sumatra. 

4.  Luzon  Island.  9-  Tasmania. 

5.  Melbourne. 

90.  Locations.  Teach  the  location  of  the  above  features  by  applying 
the  method  set  forth  in  Section  18. 

91.  Drill.     Apply  the  drills  suggested  in  Section  19. 

92.  Test.     Apply  Section  20. 

93.  Review.     Drill  and  test  the  class  in  the  location  of  the  following 

(a)  Australia  and  Pacific  Islands  (first  time  over)  :  Australia,  East 
Indies,  Hawaiian  Islands,  Honolulu,  Indian  Ocean,  International  Date  Line, 
Manila.  New  Zealand,  Pacific  Ocean,  Philippines,  Sydney. 

(b)  The  Earth  as  a  Whole  (second  time  over)  :  Antarctic  Circle,  Arctic 
Circle,  Equator,  North  Frigid  Zone,  North  Temperate  Zone,  South  Frigid 
Zone,  South  Temperate  Zone,  Torrid  Zone,  Tropic  of  Cancer,  Tropic  of 
Capricorn. 

(c)  South  America  (second  time  over)  :  Bolivia,  Cape  Horn,  Colombia, 
Ecuador,  Guiana,  Paraguay,  Peru,  Strait  of  Magellan,  Uruguay,  Venezuela. 

See  Section  21  for  suggestions  concerning  review. 


ASIA.     (Second  time  over.) 

94.  Outline  Map  Sketching.     Apply  the  method  set  forth  in  Section 
16.    See  Section  40  for  suggestive  hints. 

95.  Pronunciation.     Apply  Section  17.    The  following  features  are  to 
be  taken  up  in  this  unit : — 

1.  Afghanistan.  11.  Manchuria. 

2.  Arabian  Sea.  12.  Mount  Everest. 

3.  Bay  of  Bengal.  13.  Persian  Gulf. 

4.  Ceylon.  14.  Siam. 

5.  China  Sea.  15.  Ural  Mountains. 

6.  Dead  Sea.  16.  Ural  River. 

7.  Hoang-ho.  17.  Vladivostok. 

8.  Hongkong.  18.  Yangtse-kiang. 

9.  Japan  Sea.  19.  Yokohama. 

10.  Kamchatka. 

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96.  Locations.  Teach  the  location  of  the  above  features  by  applying 
the  suggestions  in  Section  18. 

97.  Drill.     Apply  the  drills  outlined  in  Section  19. 

98.  Test.     Apply  Section  20. 

99.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  Asia  (first  time  over)  :  Arabia,  Arctic  Ocean,  Black  Sea,  Calcutta, 
Caspian  Sea,  Chinese  Empire,  Desert  of  Gobi,  Euphrates  River,  Ganges 
River,  Himalaya  Mountains,  India,  Indian  Ocean,  Indus  River,  Japan,  Jeru- 
salem, Jordan  River,  Mecca,  Pacific  Ocean,  Peking,  Persia,  Red  Sea,  Siberia, 
Steppes,  Tibet,  Tokyo,  Turkey  (Asiatic). 

(&)  North  America  (second  time  over)  :  Bering  Sea,  Bering  Strait,  Carib- 
bean Sea,  Cuba,  Greenland,  Gulf  of  California,  Gulf  of  St.  Lawrence,  Ha- 
vana, Hawaiian  Islands.  Isthmus  of  Panama,  Lower  California,  Mexico, 
Montreal,  Newfoundland,  New  Orleans,  Panama  Canal,  Porto  Rico,  Rio 
Grande,  San  Francisco,  Vancouver  Island,  West  Indies,  Yukon  River. 

(c)  Africa  (second  time  over)  :  Abyssinia,  Algeria,  Atlas  Mountains, 
Azores  Islands,  Canary  Islands,  Darkest  Africa,  Gulf  of  Guinea,  Kongo 
Free  State,  Madagascar,  Morocco,  Sahara  Desert,  St.  Helena  Island,  Suez 
Canal,  Tripoli,  Tunis. 

See  Section  21  for  suggestions  concerning  review. 


EUROPE.     (Second  time  over.) 

100.  Outline  Map  Sketching.     Apply  the  method  described  in  Section 
16.    See  Section  46  for  hints. 

101.  Pronunciation.     Apply  Section  17.    The  following  features  are  to 
be  taken  up  in  the  treatment  of  this  unit : — 

1.  Adriatic  Sea.  14.  Naples. 

2.  Apennines.  15.  North  Sea. 

3.  Athens.  16.  Pyrenees  Mountains. 

4.  Baltic  Sea.  17.  Rhine  River. 

5.  Bay  of  Biscay.  18.  Seine  River. 

6.  Brussels.  19.  Strait  of  Dover. 

7.  Caucasus  Mountains.  20.  Strait  of  Gibraltar. 

8.  Edinburgh.  21.  Thames  River. 

9.  English  Channel.  22.  The  Hague. 

10.  Gibraltar.  23.  Tiber  River. 

11.  Lake  Geneva.  24.  Venice. 

12.  Liverpool.  25.  Vesuvius. 

13.  Madrid. 

102.  Locations.     Teach  the  location  of  the  above  features  by  applying 
the  methods  set  forth  in  Section  18. 

(40) 


103.  Drill.     Use  the  drills  suggested  in  Section  19. 

104.  Test.     Apply  Section  20. 

105.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)  Europe  (first  time  over)  :  Alps  Mountains,  Arctic  Ocean,  Atlantic 
Ocean.  Austria-Hungary,  Belgium,  Berlin,  Black  Sea,  Bosporus,  Bulgaria, 
Caspian  Sea,  Constantinople,  Danube  River,  Dardanelles,  Denmark,  Eng- 
land, France,  Germany,  Great  Britain,  Greece,  Holland,  Iceland,  Ireland, 
Italy,  London,  Mediterranean  Sea,  Norway,  Paris,  Portugal,  Rome,  Rou- 
mania,  Russia.  Scotland,  Sicily,  Spain,  St.  Petersburg,  Sweden,  Switzerland, 
Turkey  (European). 

(b)  The  Earth  as  a  Whole  (second  time  over)  :  Antarctic  Circle,  Arctic 
Circle,  Equator,  North  Frigid  Zone,  North  Temperate  Zone,  South  Frigid 
Zone,  South 'Temperate  Zone,  Torrid  Zone,  Tropic  of  Cancer,  Tropic  of 
Capricorn. 

(c)  South  America  (second  time  over)  :  Bolivia,  Cape  Horn,  Colombia, 
Ecuador,  Guiana,  Paraguay,  Peru,  Strait  of  Magellan,  Uruguay,  Venezuela. 

(d)  Australia  and  Pacific  Islands  (second  time  over):  Borneo,  Guam, 
Java,  Luzon  Island,  Melbourne,  New  Guinea,  Samoan  Islands,  Sumatra, 
Tasmania. 

See  Section  21  for  suggestions,  concerning  the  method  of  the  review. 


UNITED  STATES.     (Second  time  over.) 

106.  Outline  Map  Sketching.  Apply  the  method  set  forth  in  Section 
16.     See  Section  52  for  hints. 

107.  Pronunciation.     Apply  Section  17.    The  following  features  are  to 
be  taken  up  in  the  treatment  of  this  unit : — 

(a)   States: 

1.  Alabama.  17.  Louisiana. 

2.  Arizona.  18.  Maine. 

3.  Arkansas.  19.  Maryland. 

4.  California.  20.  Massachusetts. 

5.  Colorado.  21.  Michigan. 

6.  Connecticut.  22.  Minnesota. 

7.  Delaware.  23.  Mississippi. 

8.  District  of  Columbia.  24.  Missouri. 

9.  Florida.  25.  Montana. 

10.  Georgia.  26.  Nebraska. 

11.  Idaho.  27.  Nevada. 

12.  Illinois.  28.  New  Hampshire. 

13.  Indiana.  29.  New  Jersey. 

14.  Iowa.  30.  New  Mexico. 

15.  Kansas.  31.  New  York.                             * 

16.  Kentucky.  32.  North  Carolina. 

(41) 


33.  North  Dakota.  42.  Texas. 

34.  Ohio.  43.  Utah. 

35.  Oklahoma.  44.  Vermont. 

36.  Oregon.  45.  Virginia. 

37.  Pennsylvania.  46.  Washington. 

38.  Rhode  Island.  47.  West  Virginia. 

39.  South  Carolina.  48.  Wisconsin. 

40.  South  Dakota.  49.  Wyoming. 

41.  Tennessee. 
(b)   Cities: 

1.  Boston.  7.  Salt  Lake  City. 

2.  Chicago.  8.  San  Francisco. 

3.  Denver.  9.  Seattle. 

4.  New  Orleans.  10.  St.  Louis. 

5.  New  York.  11.  Washington. 

6.  Omaha. 

108.  Locations.  Teach  the  location  of  the  above  features  by  applying 
the  method  set  forth  in  Section  18.  In  this  unit  there  are  so  many  new 
locations  to  teach  that  the  work  must  be  done  in  installments.  Take  up  the 
states  in  the  groups  in  which  they  have  been  treated  in  the  Introductory 
Geography  text-book :  New  England  States ;  Middle  Atlantic  States ;  South- 
ern States ;  Central  States,  and  Western  States.  Drill  and  test  the  class  in 
the  location  of  the  states  of  each  group  before  passing  on  to  the  next.  In 
this  way  confusion  will  be  avoided. 

When  the  states  have  been  thoroughly  treated,  take  up  the  location  of  the 
cities. 

109.  Drill.     Use  the  drills  set  forth  in  Section  19. 

110.  Test.  Each  group  should  be  tested  when  it  has  been  sufficiently 
drilled  upon.  The  final  test  should  involve  the  whole  list  of  states  and  cities. 
For  this  exercise  have  at  hand  outline  maps  of  the  United  States  showing 
the  outlines  of  all  the  states  and  territories.  Then  apply  the  method  sug- 
gested in  Section  20,  subdivision  (a).  Have  the  pupils  write  the  numbers 
instead  of  the  names.  Test,  also,  with  the  method  described  in  Section  19, 
subdivision  (d). 

111.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features : 

(a)   United  States  (first  time  over)  : 

Physical  Features,  Water:  Atlantic  Ocean,  Chesapeake  Bay,  Colorado 
River,  Columbia  River,  Connecticut  River,  Great  Lakes,  Great  Salt  Lake. 
Gulf  of  Mexico,  Hudson  River,  Lake  Champlain,  Lake  Erie,  Lake  Huron, 
Lake  Michigan,  Lake  Ontario,  Lake  Superior,  Massachusetts  Bay,  Missis- 
sippi River,  Missouri  River,  Niagara  Falls,  Ohio  River,  Pacific  Ocean, 
Potomac  River,  Puget  Sound,  Rio  Grande,  San  Francisco  Bay,  St.  Lawrence 
River. 
'Physical  Features,  Land:  Adirondack  Mountains,  Appalachian  Mount- 

(42) 


ains,  Cape  Cod,  Cape  Hatteras,  Cascade  Mountains,  Coast  Range,  Long 
Island,  Mississippi  Valley,  Roeky  Mountains,  Sierra  Nevada  Mountains. 
Yellowstone  Park. 

(&)  North  America  (second  time  over)  :  Bering  Sea,  Bering  Strait,  Car- 
ibbean Sea,  Cuba,  Gulf  of  California,  Gulf  of  St.  Lawrence,  Havana, 
Hawaiian  Islands.  Isthmus  of  Panama,  Lower  California,  Mexico,  Montreal, 
Newfoundland,  New  Orleans,  Panama  Canal,  Porto  Rico,  Rio  Grande,  San 
Francisco,  Vancouver  Island,  West  Indies,  Yukon  River.. 

(c)  Africa  (second  time  over)  :  Abyssinia,  Algeria,  Atlas  Mountains. 
Azores  Islands,  Canary  Islands,  Darkest  Africa,  Gulf  of  Guinea,  Kongo 
Free  State,  Madagascar,  Morocco,  Sahara  Desert,  St.  Helena  Island,  Suez 
Canal.  Tripoli,  Tunis. 

(d)  Asia  (second  time  over)  :  Afghanistan,  Arabian  Sea.  Bay  of  Bengal, 
Ceylon,  China,  Dead  Sea,  Hoang-ho,  Hongkong,  Japan  Sea,  Kamchatka, 
Manchuria,  Mount  Everest,  Persian  Gulf,  Siam,  Ural  Mountains.  Ural 
River,  Vladivostok,  Yangtse-kiang.  Yokohama. 

See  Section  21  for  suggestions  concerning  the  method  of  the  review. 


CALIFORNIA.     (Second  time  over.) 


112.  Outline  Map  Sketching. 
16.    See  Section  58  for  hints. 

113.  Pronunciation.     Apply    Section 
features  are  to  be  taken  up  in  this  unit : — 

1.  Alameda  County. 

2.  Berkeley. 

3.  Contra  Costa  County. 

4.  Eureka. 

5.  Fresno. 

6.  Fresno  County. 

7.  Kern  County. 

8.  Los  Angeles. 

9.  Los  Angeles  County. 

10.  Mare  Island  Navy  Yard. 

11.  Marin  County. 

12.  Monterey  County. 

13.  Napa  County. 


Apply  the  method  set  forth  in  Section 


17.      The     following    political 

14.  Oakland. 

15.  Sacramento. 

16.  Sacramento  County. 

17.  San  Diego. 

18.  San  Diego  County. 

19.  San  Francisco. 

20.  San  Jose. 

21.  San  Mateo  County. 

22.  Santa  Barbara. 

23.  Santa  Barbara  County. 

24.  Santa  Clara  County. 

25.  Solano  County. 

26.  Sonoma  County. 


Note. — A  clear  idea  of  the  location  of  each  of  the  above  would  seem  to  be  of  value  to 
any  well-informed  Californian.  But  in  addition  there  should  be  added  to  this  list  such 
local  features  as  it  may  be  necessary  for  the  pupils  to  hold  in  visual  memory.  Thus,  in  the 
schools  of  Kings  County  there  should  be  added  to  the  list  the  following :  Kings  River,  Han- 
ford.  Kings  County,  Tulare  County,  and  San  Luis  Obispo  County.  And  in  like  manner 
in  Sonoma  County  it  would  be  well  to  include  Petaluma.  Santa  Rosa,  Healdsburg,  Sonoma, 
Lake  County,  and  Mendocino  County  in  the  list.  Each  teacher  should  add  such  local 
features  as  may  be  of  sufficient  importance. 


(43) 


114.  Locations.  Apply  the  methods  set  forth  in  Section  18  in  teaching 
the  location  of  the  above  features. 

It  will  be  well  to  keep  the  counties  in  a  group  during  the  exercises  in 
locating,  location  drills,  and  testing,  so  that  the  class  may  see  clearly  their 
relative  size  and  position  on  the  map. 

115.  Drill.     Apply  the  drills  described  in  Section  19. 

116.  Test.     Apply  Section  20. 

117.  Review.  Drill  and  test  the  class  in  the  location  of  the  following 
features:  (See  Section  21  for  suggestions  concerning  review  work.) 

(a)  California  (first  time  over)  :  Arizona,  Cape  Mendocino,  Coast  Range, 
Colorado  River,  Golden  Gate,  Mexico,  Mohave  Desert,  Monterey  Bay, 
Nevada,  Oregon,  Pacific  Ocean,  Sacramento  River,  San  Francisco  Bay,  San 
Joaquin  River,  Santa  Catalina  Island,  Mount  Shasta,  Sierra  Nevada 
Mountains,  Tahoe  Lake,  Tehachapi  Pass,  Tulare  Lake.  Yosemite  Valley. 

(b)  South  America  (second  time  over)  :  Bolivia,  Cape  Horn,  Colombia, 
Ecuador,  Guiana,  Paraguay,  Peru,  Strait  of  Magellan,  Uruguay,  Venezuela. 

(c)  Australia  and  Pacific  Islands  (second  time  over)  :  Borneo,  Guam, 
Java,  Luzon  Island,  Melbourne,  New  Guinea,  Samoan  Islands,'  Sumatra. 
Tasmania. 

(d)  Europe    (second    time    over)  :    Adriatic    Sea,    Apennines,    Athens, 
Baltic    Sea,    Bay   of   Biscay,   Brussels,    Caucasus   Mountains,    Edinburgh,. 
English  Channel,  Gibraltar,  Lake  Geneva,  Liverpool,  Madrid,  Naples,  North 
Sea,  Pyrenees  Mountains,  Rhine  River,  Seine  River,  Strait  of  Dover,  Strait 
of  Gibraltar,  Thames  River,  The  Hague,  Tiber  River,  Venice,  Vesuvius. 

(e)  Asia  (second  time  over)  :  Afghanistan,  Arabian  Sea,  Bay  of  Bengal, 
Ceylon,  China  Sea,  Dead  Sea,  HoangJio,  Hongkong,  Japan  Sea,  Kamchatka. 
Manchuria,  Mount  Everest,  Persian  Gulf,  Siam,  Ural  Mountains,  Ural 
River,  Vladivostok,  Yangtse-kiang,  Yokohama. 

(/)    United  States  (second  time  over)  : 

States:  Alabama,  Arizona,  Arkansas,  California,  Colorado,  Connecticut, 
Delaware,  District  of  Columbia,  Florida,  Georgia,  Idaho,  Illinois,  Indiana, 
Iowa,  Kansas,  Kentucky,  Louisiana,  Maine,  Maryland,  Massachusetts.  Mich- 
igan, Minnesota,  Mississippi,  Missouri,  Montana,  Nebraska,  Nevada,  New 
Hampshire,  New  Jersey,  New  Mexico,  New  York,  North  .Carolina.  North 
Dakota,  Ohio,  Oklahoma,  Oregon,  Pennsylvania,  Rhode  Island,  South  Caro- 
lina, South  Dakota,  Tennessee,  Texas,  Utah,  Vermont,  Virginia,  Washington, 
West  Virginia,  Wisconsin,  Wyoming. 

Cities:  Boston,  Chicago,  Denver,  New  Orleans,  New  York,  Omaha,  Salt 
Lake  City,  San  Francisco,  Seattle,  St.  Louis,  Washington. 

(g)  California  (second  time  .over)  :  Alameda  County,  Berkeley,  Contra 
Costa  County,  Eureka,  Fresno,  Fresno  County,  Kern  County,. Los  Angeles. 
Los  Angeles  County,  Mare  Island  Navy  Yard,  Marin  County,  Monterey 
County,  Napa  County,  Oakland,  Sacramento,  Sacramento  County.  San 
Diego,  San  Diego  County,  San  Francisco,  San  Jose,  San  Mateo  County. 
Santa  Barbara,  Santa  Barbara  County,  Santa  Clara  County,  Solano  County, 
Sonoma  County. 

See  Section  21  for  suggestions  concerning  review  work. 

(44) 


REVIEW  WORK  EOR  THE  SIXTH,  SEVENTH,  AND 

EIGHTH  GRADES. 

The  foregoing  course  under  ordinary  conditions  should  be  completed  at 
the  end  of  the  fifth  grade.  If,  however,  due  to  special  circumstances,  the 
teacher  is  unable  to  cover  the  work  in  these  two  years  of  the  fourth  and 
fifth  grades,  she  should  continue  it  on  its  accustomed  schedule  of  two  periods 
per  week  until  it  has  been  completed.  It  may  be  possible,  on  the  other  hand, 
under  most  favorable  conditions  to  finish  the  course  before  the  close  of  the 
fifth  year,  and  if  this  can  be  done  (thorough  work  being  the  standard  at  all 
times),  so  much  the  better.  The  point  is  that  every  part  of  the  course  should 
be  taught  and  each  review  dwelt  upon  until  satisfactory  results  have  been 
attained. 

This  done,  whether  it  be  at  the  end  of  the  fifth  year  or  before  or  after  that 
time,  the  regular  final  review  schedule  should  be  taken  up.  This  work 
requires  one  forty-minute  period  every  second  week,  or  one  fifteen-minute 
period  every  week,  and  should  be  continued  throughout  the  sixth,  seventh, 
and  eighth  grades.  The  class  should  follow  the  review  course  outlined  below, 
and  in  each  review  period  should  cover  as  many  features  as  possible,  clear 
visualizations  of  map  locations  being  the  standard.  In  case  weakness  is 
shown  in  recalling  any  of  the  mental  map  pictures,  enough  drill  work  (see 
Section  19)  should  be  given  to  remove  the  difficulty. 

This  work  should  be  systematic.  If  a  review  period  is  missed  through 
holiday  or  other  interference,  it  should  be  made  up.  Unless  order  and 
sequence  mark  review  exercises  the  map  visualizations  that  have  been  secured 
will  fade  out  and  the  results  of  the  course  will  be  largely  lost.  Upon  faith- 
ful review  work  depends  the  permanence  of  the  impressions  gained  in  the 
first  two  years'  work. 

Besides  these  regular  bi-weekly  or  weekly  review  exercises,  the  class  should 
go  over  the  map  geography  of  the  different  areas  as  each  area  comes  up  for 
treatment  in  the  descriptive  geography  course,  and  also  when  the  area  has 
just  been  completed.  Thus,  when  Europe  is  taken  up  for  descriptive  work 
that  work  should  be  prefaced  by  a  brisk  review  of  the  map  geography  of 
Europe,  both  first  and  second  times  over.  Give  another  review  of  the 
same  feature  as  soon  as  the  descriptive  material  on  Europe  has  been  com- 
pleted. Such  occasional  review  exercises  should  not  be  considered  a  part 
of  the  systematic  review  work  referred  to  above,  but  should  be  given  when 
occasion  for  them  arises  in  time  taken  from  the  descriptive  geography  course. 

The  drill  methods  outlined  in  Section  19,  subdivisions  (d)  and  (/),  are 
especially  recommended  for  this  review  work.  They  are  thorough  and 
time-saving.  Each  day's  work  should  include  as  many  features  as  may  be 
thoroughly  treated,  and  the  class  should  proceed  systematically  from  the 
beginning  to  the  end  of  the  course  as  outlined  below.  In  this  way  it  will 
be  found  possible  to  complete  the  review  of  the  map  geography  of  the  world 
at  least  once  each  school  year.  In  smaller  classes  the  proposed  schedule  will 
make  it  possible  to  cover  the  whole  ground  two  times  each  year. 

(45) 


1.  The  Earth  as  a  Whole,  first  time  over: 

Africa. 

Antarctic  Ocean. 

Arctic  Ocean. 

Asia. 

Atlantic  Ocean. 

Australia. 

2.  The  Earth  as  a  Whole,  second  time  over. 

Antarctic  Circle. 

Arctic  Circle. 

Equator. 

North  Frigid  Zone. 

North  Temperate  Zone. 


3.  North  America,  first  time  over: 

Alaska. 

Appalachian  Mountains. 

Arctic  Ocean. 

Atlantic  Ocean. 

Boston. 

Canada. 

Central  America. 

Chicago. 

Great  Lakes. 

Gulf  of  Mexico. 

4.  North  America,  second  time  over: 

Bering  Sea. 

Bering  Strait. 

Caribbean  Sea. 

Cuba. 

Greenland. 

Gulf  of  California. 

Gulf  of  St.  Lawrence. 

Havana. 

Hawaiian  Islands. 

Isthmus  of  Panama. 

Lower  California. 

5.  South  America,  first  time  over: 

Amazon  River. 
Andes  Mountains.* 
Antarctic  Ocean. 
Argentina. 
Atlantic  Ocean. 
Brazil. 


Europe. 
Indian  Ocean. 
North  America. 
Pacific  Ocean. 
South  America. 


South  Frigid  Zone. 
South  Temperate  Zone. 
Torrid  Zone. 
Tropic  of  Cancer. 
Tropic  of  Capricorn. 


Hudson  Bay. 
Mexico. 

Mississippi  River. 
New  York  City. 
Pacific  Ocean. 
Rocky  Mountains. 
St.  Lawrence  River. 
United  States. 
Washington  City. 


Mexico. 
Montreal. 
Newfoundland. 
New  Orleans. 
Panama  Canal. 
Porto  Rico. 
Rio  Grande. 
San  Francisco. 
Vancouver  Island. 
West  Indies. 
Yukon  River. 


Buenos  Aires. 
Caribbean  Sea. 
Chile. 

Pacific  Ocean. 
Rio  de  Janeiro. 
Valparaiso. 


(46) 


.'«»A»,, 


South  America,  second  time  over: 
Bolivia. 
Cape  Horn. 
Colombia. 
Ecuador. 
Guiana. 

Africa,  first  time  over: 
Alexandria. 
Antarctic  Ocean. 
Atlantic  Ocean. 
Barbary  States. 
Cairo. 

Cape  Colony. 
Cape  of  Good  Hope. 
Cape  Town. 

Africa,  second  time  over: 
Abyssinia. 
Algeria. 

Atlas  Mountains. 
Azores  Islands. 
Canary  Islands. 
Darkest  Africa. 
Gulf  of  Guinea. 
Kongo  Free  State. 

Australia  and  Pacific  Islands,  first 
Australia. 
East  Indies. 
Hawaiian  Islands. 
Honolulu. 
Indian  Ocean. 
International  Date  Line. 


Paraguay. 

Peru. 

Strait  of  Magellan. 

Uruguay. 

Venezuela. 

Egypt. 

Indian  Ocean. 
Isthmus  of  Suez. 
Kongo  River. 
Mediterranean  Sea. 
Nile  River. 
Red  Sea. 
Strait  of  Gibraltar. 

Madagascar. 

Morocco. 

Sahara  Desert. 

St.  Helena  Island. 

Suez  Canal. 

Tripoli. 

Tunis. 

time  over: 
Manila. 
New  Zealand. 
Pacific  Ocean. 
Philippines. 
Sydney. 


10.  Australia  and  Pacific  Islands,  second  time  over: 
Borneo.  New  Guinea. 

Guam.  Samoan  Islands. 

Java.  Sumatra. 

Luzon  Island.  Tasmania. 

Melbourne. 


(47) 


11.  Asia,  first  time  over: 
Arabia. 

Arctic  Ocean. 
Black  Sea. 
Calcutta. 
Caspian  Sea. 
Chinese  Empire. 
Desert  of  Gobi. 
Euphrates  River. 
Ganges  River. 
Himalaya  Mountains. 
India. 

Indian  Ocean. 
Indus  River. 

12.  Asia,  second  time  over: 
Afghanistan. 
Arabian  Sea. 

Bay  of  Bengal. 
Ceylon. 
China  Sea. 
Dead  Sea. 
Hoang-ho. 
Hongkong. 
Japan  Sea. 
Kamchatka. 

13.  Europe,  first  time  over: 
Alps  Mountains. 
Arctic   Ocean. 
Atlantic  Ocean. 
Austria-Hungary. 
Belgium. 

Berlin. 

Black  Sea. 

Bosporus. 

Bulgaria. 

Caspian  Sea. 

Constantinople. 

Danube  River. 

Dardanelles. 

Denmark. 

England. 

France. 

Germany. 

Great  Britain. 

Greece. 


Japan. 

Jerusalem. 

Jordan  River. 

Mecca. 

Pacific  Ocean. 

Peking. 

Persia. 

Red  Sea. 

Siberia. 

Steppes. 

Tibet. 

Tokyo. 

Turkey  (Asiatic), 

Manchuria. 

Mount  Everest. 

Persian  Gulf. 

Siam. 

Ural  Mountains. 

Ural  River. 

Vladivostok. 

Yangtse-kiang. 

Yokohama. 


Holland. 

Iceland. 

Ireland. 

Italy. 

London. 

Mediterranean  Sea. 

Norway. 

Paris. 

Portugal. 

Rome. 

Roumania. 

Russia. 

Scotland. 

Sicily. 

Spain. 

St..  Petersburg. 

Sweden. 

Switzerland. 

Turkey   ( European ) 


(48) 


14.  Europe,  second  time  over: 

Adriatic  Sea. 

Apennines. 

Athens. 

Baltic  Sea. 

Bay  of  Biscay. 

Brussels. 

Caucasus  Mountains. 

Edinburgh. 

English  Channel. 

Gibraltar. 

Lake  Geneva. 

Liverpool. 

Madrid. 

15.  United  States,  first  time  over: 
Physical  Features,  Water: 

Atlantic  Ocean. 
Chesapeake  Bay. 
Colorado  River. 
Columbia  River. 
Connecticut  River. 
Great  Lakes. 
Great  Salt  Lake. 
Gulf  of  Mexico. 
Hudson  River. 
Lake  Champlain. 
Lake  Erie. 
Lake  Huron. 
Lake  Michigan. 
Physical  Features,  Land : 
Adirondack  Mountains. 
Appalachian  Mountains. 
Cape  Cod. 
Cape  Hatteras. 
Cascade  Mountains. 
Coast  Range. 


Naples. 
North  Sea. 
Pyrenees  Mountains. 
Rhine  River. 
Seine  River. 
Strait  of  Dover. 
Strait  of  Gibraltar. 
Thames  River. 
The  Hague. 
Tiber  River. 
Venice. 
Vesuvius. 


Lake  Ontario. 
Lake  Superior. 
Massachusetts  Bay. 
Mississippi  River. 
Missouri  River. 
Niagara  Falls. 
Ohio  River. 
Pacific  Ocean. 
Potomac  River. 
Puget  Sound. 
Rio  Grande. 
San  Francisco  Bay. 
St.  Lawrence  River. 

Long  Island. 
Mississippi  Valley. 
Rocky  Mountains. 
Sierra  Nevada  Mountains. 
Yellowstone  Park. 


4 — BUL.  u 


(49) 


16.  United  States,  second  time  over: 
States : 

Alabama. 
Arizona. 
Arkansas. 
California. 
Colorado. 
Idaho. 
Illinois. 
Indiana. 
Iowa. 
Kansas. 
Kentucky. 
Louisiana. 
Maine. 
Maryland. 
Massachusetts. 
Michigan. 
Minnesota. 
Mississippi. 
Missouri. 
Montana. 
Nebraska. 
Nevada. 

New  Hampshire. 
New  Jersey. 
New  Mexico. 
Cities : 
Boston. 
Chicago. 
Denver. 
New  Orleans. 
New  York. 
Omaha. 

17.  California,  first  time   over: 
Arizona. 

Cape  Mendocino. 
Coast  Range. 
Colorado  River. 
Golden  Gate. 
Mexico. 

Mohave  Desert. 
Monterey  Bay. 
Nevada. 
Oregon. 
Pacific  Ocean. 


Connecticut. 

Delaware. 

District  of  Columbia. 

Florida. 

Georgia. 

New  York. 

North  Carolina. 

North  Dakota. 

Ohio. 

Oklahoma. 

Oregon. 

Pennsylvania. 

Rhode  Island. 

South.  Carolina. 

South  Dakota. 

Tennessee. 

Texas. 

Utah. 

Vermont. 

Virginia. 

Washington. 

West  Virginia. 

Wisconsin. 

Wyoming. 


Salt  Lake  City. 
San  Francisco. 
Seattle. 
St.  Louis. 
Washington. 


Sacramento  River. 

San  Francisco  Bay. 

San  Joaquin  River. 

Santa  Catalina  Island. 

Mount  Shasta. 

Sierra  Nevada  Mountains. 

Tahoe  Lake. 

Tehachapi  Pass. 

Tulare  Lake. 

Yosemite  Valley. 


(50) 


38.  California,  second  time  over: 

Alameda  County.  Oakland. 

Berkeley.  Sacramento. 

Contra  Costa  County.  Sacramento  County. 

Eureka.  San  Diego. 

Fresno.  San  Diego  County. 

Fresno  County.  San  Francisco. 

Kern  County.  San  Jose. 

Los  Angeles.  San  Mateo  County. 

Los  Angeles  County.  Santa  Barbara. 

Mare  Island  Navy  Yard.  Santa  Barbara  County. 

Marin  County.  Santa  Clara  County. 

Monterey  County.       ,  Solano  County. 

Napa  County.  Sonoma   County 


(51) 


PART  II. 


JOURNLY  GLOGRAPHY 

FOR  BLGINNLR5. 


PREFACE. 

This  portion  of  the  Bulletin  is  in  no  way  intended  as  a  substitute  for 
any  portion  of  the  State  Series  Geographies.  It  is  designed  more  as  a 
preparation  for  the  intelligent  use  of  the  texts,  by  the  pupils,  later  in  their 
course. 

The  topics  are  so  chosen  as  to  represent  a  complete  journey  around  the 
world.  Part  I  and  Part  II  of  this  Bulletin  are  to  be  given  together.  The 
Topics  in  Part  II  should  be  so  connected  with  the  Map  Geography,  as  given 
in  Part  I,  as  to  leave  a  clear  idea  as  to  the  locations  upon  the  earth  and 
also  a  vivid  impression  of  the  habits  and  customs  of  various  peoples  of  the 
earth.  These  topics  have  been  carefully  prepared  and  repeatedly  revised 
so  as  to  include  only  those  features  that  are  of  the  greatest  importance. 
They  will  be  of  use  not  only  to  the  child  in  the  Fourth  Grade  but  in  later 
life  as  well.  By  using  them  he  will  have  three  complete  surveys  of  the 
earth  in  a  descriptive  way,  (1)  in  Journey  Geography,  (2)  in  the  State 
Introductory  Geography  and  (3)  in  the  State  Advanced  Geography. 

The  methods  suggested  here  have  been  tested  and  are  such  as  will  give 
the  maximum  results  with  a  reasonable  expenditure  of  energy  on  the  part 
of  both  pupils  and  teacher.  Thus  it  is  hoped  that  the  teacher  may  be  able 
to  do  more  effective  work  with  the  same  amount  of  energy  she  usually  has 
to  expend  upon  the  subject.  Any  questions  in  regard  to  any  part  of  the 
Bulletin  will  be  gladly  received.  In  this  way  it  will  become  more  useful 
and  consequently  more  valuable  to  the  teaching  force  in  general. 


TABLL  OF  CONTLNTS. 

Page. 
INTRODUCTION    5 

"From  the  Near  to  the  Remote" 1 5 

The  Question  of  Sequence 5 

The  Child  is  Interested  in  Activities 6 

"Culture  Epoch  Theory" 6 

Primitive  Interest  of  the  Child 7 

The  Elimination  of  Waste  in  Geography 8 

Desirability  of  Such  a  Course  in  the  Fourth  Grade 8 

Method  of  Handling  the  Work 9 

LOCAL  GEOGRAPHY 10 

JOURNEY  GEOGRAPHY 13 

Methods  and  Book  List 13 

Summary  of  the  Course  of  Study  in  Geography 14 

Minimum  Book  List 15 

Complete  Book  List 16 

North  America 17 

Reviews    1 18 

South  America 25 

Africa 27 

Europe    28 

Asia 35 

Australia  and  the  Islands 37 

SCHEME  FOR  SYSTEMATIC  REVIEW 39 


INTRODUCTION. 

"From  the  Near  to  the  Remote." 

The  pedagogical  doctrine  of  "From  the  near  to  the  remote"  or  "from 
the  .known  to  the  unknown"  is  one  of  great  value  and  its  application  in 
the  work  of  general  instruction  in  the  grades  is  of  extreme  importance. 
It  is  only  by  and  through  this  principle  that  we  are  able  to  make  rapid 
strides  in  educational  work.  This  is  especially  true  of  instruction  in  geog- 
raphy where  we  wish  to  lay  a  good  solid  foundation  for  all  future  work 
and  build  upon  that  foundation  through  appealing  to  what  the  child  knows. 

But  in  its  application  we  must  not  forget  to  take  into  consideration  the 
fact  that  it  does  not  necessarily  apply  to  what  is  near  or  remote  as  measured 
in  feet  or  miles.  For  example,  osmosis  is  nearer  to  our  very  being  than 
most  anything  else  except  perhaps  protoplasm,  yet  how  few  of  us  really 
understand  the  former  and  none  of  us  understand  what  the  latter  is  or 
how  it  is  produced.  To  most  of  us,  New  York  city  is  nearer  than  Cheyenne, 
or  the  Alps  Mountains  are  nearer  than  the  Henry  Mountains.  Yet  if  meas- 
ured in  miles  we  will  find  the  reverse  true  several  times  over.  We  know 
more  of  the  Philippines  than  we  do  of  Vancouver  Island  and  consequently 
the  former  is  the  nearer  educationally,  but  measured  in  miles  the  latter 
is  but  a  stone's  throw  as  compared  to  the  Philippines.  To  the  average  child 
in  California  the  moon  is  nearer  than  Mount  Shasta  or  Mount  Whitney. 

Granted  that  we  wish  to  follow  that  good  old  doctrine,  where  shall  we 
begin  and  where  shall  we  end  in  order  that  we  may  have  those  things  that 
are  near  to  the  child,  and  where  shall  we  begin  that  we  may  classify  the 
others  as  remote?  To  be  sure  the  region  near  to  one  child  in  one  locality 
will  differ  from  that  of  a  child  in  another  place,  so  that  the  only  safe  basis 
upon  which  to  judge  as  to  what  is  near  or  remote  will  resolve  itself  into 
this :  Judge  those  things  near  that  are  within  reach  of  him  so  they  can  be 
observed  or  investigated  by  him  and  classify  all  other  things  as  remote. 
But  it  must  be  taken  into  consideration  that  some  things  are  more  remote 
than  others  and  it  is  not  the  distance  in  miles  that  counts  most.  This  then 
limits  the  near  objects  to  his  own  neighborhood,  to  his  own  district,  where 
he  may  investigate  for  himself.  To  this  may  be'  added  those  humanistic 
tendencies  which  so  influence  and  make  up  the  life  of  the  child.  Under 
this  heading  let  us  place  the  play  instinct  in  which  the  child  so  resembles 
a  young  animal,  and  also  the  interest  in  young  life  of  all  descriptions, 
whether  it  be  human,  semi-human  as  exhibited  by  the  savage  and  barbarous 
inhabitants  of  the  different  parts  of  the  little  known  portions  of  the  earth, 
or  animal  as  shown  by  the  habits  and  play  of  young  animals. 

The  Question  of  Sequence. 

Outside  of  the  interest  exhibited  along  these  lines  the  child  is  seemingly 
as  much  interested  in  South  America,  Africa  or  Australia  as  he  is  in  British 
Columbia,  Saskatchewan,  Montana,  Nevada  or  even  parts  of  our  own  state 
of  California.     Such  being  the  case  it  makes  little  difference  as  to  the 

(5) 


sequence  of  geographical  material-  after  the  immediate  neighborhood  has 
been  studied  and,  in  fact,  there  are  many  things  connected  with  the  home 
region  that  are  best  left  out  till  the  child  mind  is  more  mature  so  that  it 
may  be  the  better  able  to  grasp  them. 

Many  people  think  that  as  the  child  of  the  fourth  grade  spends  the 
greater  part  of  his  time  in  the  home  he  is  interested  in  his  own  home  and 
consequently  in  all  other  homes.  As  a  matter  of  fact  this  is,  in  the  majority 
of  cases,  only  a  minor  interest.  He  is  more  interested  in  doing  something ; 
in  working  with  his  hands.  He  wants  to  whittle,  to  make  kites,  to  dig  in 
the  dirt  and  do  a  thousand  and  one  things  that  call  for  action  on  his  part. 
For  this  reason  as  much  as  for  any  other  the  Map  Geography  work  can 
best  be  introduced  at  this  time.  This  gives  the  child  occupation,  coordinates 
the  muscular  movements  and  at  the  same  time  teaches  him  the  location  of 
places  on  the  earth's  surface.  It  is  not  a  waste  of  time,  as  some  may  argue, 
for  he  must  know  these  locations  sooner  or  later.  If  given  now  he  will 
have  the  time  that  would  have  been  spent  on  map  drill  later  to  put  on  those 
parts  that  call  for  reasoning,  and  reasoning  is  not  one  of  the  chief  charac- 
teristics of  the  child  in  the  fourth  grade.  It  is  a  well  known  fact  that  this 
is  what  might  be  termed  the  memory  age.  At  this  age  the  child  learns 
abstractions  most  easily  and  retains  them  better  than  at  any  later  time: 
We  must  be  careful  not  to  overdo  the  matter  and  get  the  child  disgusted 
with  the  work  but  strive  to  keep  up  a  healthy  interest  in  the  doing  part  of 
it.  He  will  show  a  great  deal  more  interest  for  fifteen  or  twenty  minutes 
a  day  in  map  work  than  he  will  in  sitting  and  grinding  out  bricks  and 
boards  by  a  mental  process,  these  boards  to  be  used  in  building  the  homes 
of  all  sorts  of  people. 

The  Child  is  Interested  in  Activities. 

Nothing  appeals  so  strongly  to  a  fourth  grade  boy  especially,  and  to  a 
girl  as  well,  as  stories  of  activities  connected  with  hunting,  fishing  or 
trapping  expeditions.  The  child  at  this  age  is  more  or  less  of  a  little 
animal  and  is  consequently  interested  in  animals.  So  to  vary  the  monotony 
a  little  let  us  study  some  of  the  activities,  plants,  animals  and  the  like  con- 
nected with  various  parts  of  the  earth  in  hopes  that  they  may  serve  to  keep 
those  places  fixed  in  the  memory  for  all  time.  It  seems  reasonable  to 
expect  each  to  help  the  other,  i.  e.,  the  activity,  animal  or  plant  will  help 
him  to  remember  the  locality,  and  the  location  helps  to  fix  certain  activities 
carried  on  by  certain  animals,  people,  etc. 

The  Culture  Epoch  Theory. 

It  will  be  almost  self-evident  to  the  reader  that  little  or  no  attention  has 
been  given  to  the  "Culture  Epoch  Theory"  and  its  application  to  the 
teaching  of  geography  in  this  course  of  study.  While  there  may  be  a  great 
deal  to  be  said  in  favor  of  such  a  scheme  as  having  the  children  study  of 
the  wandering  tribes  and  the  like  when  they  are  in  that  particular  period 
of  the  "Culture  Epoch"  that  corresponds  to  it,  there  is  enough  weight  on 
the  other  side  to  more  than  counteract  it  and  render  its  utter  neglect  more 
or  less  mandatory.  One  of  the  chief  arguments  against  it  is  that  it  has 
been  "short  cut"  so  many  times  in  the  development  of  the  individual  that 
it  is  impossible  to  get  a  complete  whole  in  any  one  individual  and  no  two 

(6) 


have  dropped  out  just  the  same  part  of  it.  It  is  also  quite  evident  that 
the  child  has  passed  through  a  portion  if  not  the  greater  part  of  the 
"Culture  Epoch,"  as  outlined  by  the  various  exponents  of  the  theory, 
before  he  comes  to  school  and  certainly  has  done  so  long  before  he  is  suffi- 
ciently advanced  to  profit  by  the  study  of  the  parts  of  the  geography  that 
correspond  to  them.  Taking  the  three  divisions  "Hunting,  Pastoral,  and 
Agricultural"  as  the  basis,  it  seems  that  about  all  we  have  left  by  the  time 
the  child  is  ready  for  any  formal  work  in  geography  will  be  a  portion  of 
the  "Agricultural."  He  has  passed  through  the  others  and  is  beyond  the 
period  at  which  he  is  supposed  to  be  in  the  best  condition  to  study  those 
parts  of  the  subject.  Then,  too,  it  is  a  well  known  fact  that  children  vary 
greatly  in  their  maturity  at  a  given  age  so  what  would  suit  one  would  be 
too  late  for  others  of  the  class,  and  yet  too  early  for  the  remainder.  Only 
where  the  child  is  to  have  individual  instruction  will  it  be  possible  to 
follow  a  course  based  on  the  "Culture  Epoch  Theory,"  and  such  condi- 
tions are  seldom  if  ever  met  with  in  the  country  schools  and  never  in  the 
city  schools.  The  conclusion  is  that  any  attempt  to  follow  the  above  named 
theory  will  be  at  best  but  a  hit  or  miss  proposition  and  not  worth  the  effort 
it  will  require  to  formulate  and  endeavor  to  operate  a  course  based  upon  it. 

Assuming  that  the  course  based  upon  the  "Culture  Epoch  Theory"  is 
not  feasible  there  remains  but  one  course  to  follow,  and  that  is,  the  interest 
of  the  children  which  may  in  some  cases  fit  the  aforesaid  theory,  but  more 
often  will  depend  upon  local  conditions  or  stimuli  received  from  various 
sources.  This  has  been  the  idea  that  has  guided  the  formulation  of  this 
course  wherever  possible. 

It  is  to  be  understood,  however,  that  this  work  is  not  given  because  of  the 
child's  interest  but  to  educate  him.  His  interest,  therefore,  is  a  means  to 
an  end.  By  appealing  to  it  we  make  the  work  more  realistic  and  conse- 
quently the  mental  impression  becomes  stronger  and  more  lasting.  Every- 
thing in  the  course  is  selected  for  its  educational  value  and  is  introduced  in 
such  a  way  as  to  make  it  interesting. 

Primitive  Interests  of  the  Child. 

The  first  thing  that  attracts  the  attention  of  the  child  is  a  bright  object 
or  something  in  motion.  His  attention  seldom  rests  on  an  inert  object  as 
it  reposes  peacefully,  but  let  it  be  moved  or  jostled  about,  and  it  at  once 
becomes  the  center  of  an  active  interest.  So  it  has  been  with  the  whole 
human  race.  It  has  been  from  the  very  beginning  interested  in  activities 
of. all  sorts.  It  is,  therefore,  not  at  all  strange  that  children  who  have 
inherited  all  of  these  instincts  from  countless  generations,  should  be  inter- 
ested most  of  all  in  the  doings  of  people  rather  than  in  some  lifeless  philo- 
sophical treatment  of  the  whys  and  wherefores  of  the  life  of  the  earth. 
The  child  is  more  interested  in  the  hunt,  the  chase,  or  the  games  of  primi- 
tive peoples  than  he  is  in  their  other  life  conditions. 

The  interest  of  the  child  in  the  real  active  side  of  life  undoubtedly  points 
back  to  the  time  when  his  ancestors  lived  in  trees,  or  in  caves,  hunted  and 
fished  like  the  savages  of  to-day,  and  protected  themselves  from  the  animals 
wilder  than  themselves  by  tricks  or  methods  more  or  less  ingenious.  Then 
all  was  activity,  motion.     It  is  not  at  all  strange,  then,  that  the  child  at 

(7) 


the  ages  of  from  eight  to  eleven  or  twelve  years  is  more  interested  in  those 
things  which  call  upon  his  primitive  instincts  than  in  those  calling  for 
functions  of  a  later  development. 

The  Elimination  of  Waste  in  Geography. 

Since  this  is  the  condition  of  the  average  child  in  the  fourth  grade  of 
our  schools,  it  seems  advisable  to  endeavor  to  put  these  primitive  instincts 
to  work,  in  order  that  the  geography  teaching  may  follow  the  lines  of  the 
least  resistance  and  at  the  same  time  reach  the  desired  goal  at  the  same 
period  of  the  child's  development,  that  it  is  reached  by  the  less  enjoyable 
method  which  has  to  do  with  certain  lessons  arranged  in  a  certain  order 
because  of  their  relation  to  the  general  law  of  procedure,  "From  the  near 
to  the  remote,"  without  any  reference  to  any  doctrine  of  interest.  The 
arrangement  in  this  bulletin  is  in  accordance  with  that  law  and  at  the  same 
time  it  is  in  accordance  with  the  doctrine  of  interest.  The  child  is  first 
of  all  interested  in  the  activity  side  of  geography  instruction,  and  it  is  to 
this  end  that  the  work  outlined,  in  what  follows,  is  given.  Wherever  pos- 
sible the  effort  has  been  to  teach  the  important  points  by  approaching  them 
through  some  activity  that  will  secure  and  retain  the  interest  of  the  child 
for  some  time  to  come.  Each  topic  is  introduced  in  a  way  that  is  designed 
to  create  interest  in  a  certain  part  of  the  inhabitants  of  the  earth,  and 
through  them  to  center  this  interest  upon  the  points  that  are  to  be 
emphasized. 

"One  of  the  watchwords  of  modern  civilization  is  the  'elimination  of 
waste.'  Modern  education  is  slowly  recognizing  that  it  is  economy  to 
develop  acquired  interests,  that  the  primitive  interests  may  be  replaced  with 
higher  needs  to  the  great  saving  of  time  and  energy.  *  #  *  Education, 
consequently,  does  not  neglect  the  instincts,  the  primitive  interests.  On 
the  contrary,  it  seizes  upon  them  and  turns  them  to  its  own  ends,  seeking 
slowly  to  transform  them  into  acquired  interests  representing  ever  higher 
and  higher  needs."* 

Desirability  of  Such  a  Course  in  the  Fourth  Grade. 

There  are  several  reasons  why  it  is  desirable  to  introduce  this  course  into 
the  Fourth  Grade: 

(1)  Map  Geography  furnishes  a  basis  upon  which  all  future  map  or 
locational  work  can  be  based. 

(2)  The  travel  idea  lends  interest  to  the  subject  itself,  and  furthermore, 
the  points  gained  in  this  part  of  the  course  are  important  as  bits  of  knowl- 
edge. When  considered  together  they  form  a  general  fund  of  information 
about  the  earth  and  its  inhabitants. 

(3)  The  fourth  grader  is  not  ready  to  do  the  reasoning  necessary  to 
carry  on  successfully  the  work  as  given  in  the  State  Series  Introductory 
Geography. 

(4)  He  is  interested  in  the  activities  studied  about  in  this  course. 

(5)  Perhaps  the  most  important  point  in  favor  of  this  course  is  that  it 
gives  the  child  occupation  whereby  he  is  preparing  the  foundation  for  work 
which  is  postponed  till  the  Fifth  Grade. 

•Bagley,   The   Educative   Process. 

(8) 


By  this  time  his  reasoning  faculties  begin  to  be  more  in  evidence  and  he 
can  therefore  take  up  the  text-book  in  the  order  given  and  study  it  vvilh 
gain  to  himself  and  pleasure  to  his  teacher. 

Method  of  Handling  the  Work. 

The  pupils  will  have  the  Introductory  book  for  use  in  the  map  exercises 
where  needed,  and  can  also  make  good  use  of  the  pictures  whenever  occasion 
presents  itself.  Now  and  then  there  may  be  parts  that  they  can  read  to 
advantage,  but  for  the  most  part  it  should  be  left  till  the  next  grade. 

The  work  outlined  for  this  grade  is  not  intended  as  a  lesson  to  be  studied 
directly  from  the  book  because  the  reading  is  too  difficult  for  pupils  of 
this  age.  Most  of  the  references  are  suitable  reading  for  about  seventh  or 
eighth  grade  pupils.  Unfortunately,  the  material  in  a  form  simple  enough 
for  Fourth  Grade  reading  books  is  not  published,  hence  is  unavailable 
except  as  the  teacher  reconstructs  it  to  suit  the  needs  of  the  pupils  of  her 
class.  Some  of  the  references  may  be  read  by  the  teacher  to  her  class,  pro- 
vided she  takes  pains  to  explain  all  difficult  parts,  and  asks  numerous 
questions,  as  she  reads^  in  order  that  she  may  ascertain  whether  or  not  her 
class  is  getting  a  clear  mental  picture  of  what  she  is  reading.  This  mental 
picture  will  be  aided  and  strengthened  by  the  proper  use  of  pictures  which 
are  usually  obtainable  from  books,  magazines,  real  estate  advertisements, 
and  railroad  and  steamboat  folders.  Many  of  the  latter  are  distributed 
gratuitously  by  the  various  companies.  A  more  satisfactory  method  of 
presenting  it  is  for  the  teacher  to  read  the  reference,  reconstruct  it  and 
present  it  in  her  own  words  which  should,  where  possible,  be  supplemented 
by  pictures,  objects,  and  the  like. 


(9) 


CHAPTER  I. 

LOCAL  GEOGRAPHY. 

The  first  five  weeks  will  be  given  to  Map  Geography,  as  given  in  Part  I 
as  far  as  page  24,  and  Local  or  Regional  Geography.  The  map  work  to  be 
given  in  the  form  of  drills,  seat  work  and  the  like.  The  time  allotted  for 
each  should  be,  two  periods  to  Map  Geography  and  three  periods  to  Local 
Geography. 

Enough  should  be  given  in  the  Local  Geography  work  so  that  the  pupils 
will  be  able  to  understand  and  appreciate  the  journeys  that  are  to  be  taken 
later.  Perhaps  it  will  be  well  to  continue  the  study  of  local  topics  till 
there  have  been  at  least  two  lessons  on  North  America  to  serve  as  a  basis 
for  the  work  to  follow. 

Method  of  Handling-  Local  Geography.  • 

In  the  work  of  this  section  it  is  impossible  to  give  references  that  will 
apply  to  the  region  in  question  in  more  than  a  small  portion  of  the  topics. 
Even  then  it  will  be  necessary  for  the  teacher  to  read  and  adapt  them  to 
local  conditions.  It  will,  perhaps,  be  easier  and  infinitely  better  if  the 
teacher  will  get  the  knowledge,  first  hand,  from  the  neighborhood  and 
teach  what  is  found  there  without  reference  to  any  text.  The  best  a  text 
can  do  will  be  to  suggest  what  may  be  taken  up. 

If  a  topic  suggests  something  that  is  not  found  in  your  region  substitute 
something  of  a  like  nature  for  it,  or  if  nothing  can  be  found  to  take  its  place 
drop  the  topic  entirely  and  put  the  time  on  other  parts  of  the  work.  The 
main  idea  should  be  to  study  what  is  in  the  school  district  or  within  easy 
reach  of  it  and  those  things  only. 

Materials  to  illustrate  the  lessons  may  be  obtained  from  the  Chamber  of 
Commerce,  from  farmers,  from  the  homes  of  the  children,  from  manufac- 
turers and  many  other  sources,  for  the  asking.  These  should  be  kept  as 
part  of  the  school's  equipment. 

The  outline  given  below  will  serve  as  a  basis  upon  which  the  teacher  can 
build  in  shaping  her  own  home  region  to  the  needs  of  the  pupils.  Most  of 
these  topics  will  be  represented  in  each  region,  but  in  case  one  is  not  near 
at  hand,  something  else  will  do  much  better. 

I.     Foods  and  Food-producing  Occupations. 

1.  Bread.     (Two  days.) 

Teacher's  References:  Chamberlain,  How  "We  Are  Fed,  pp.  7-17. 
Carpenter,  Foods,  pp.  12-43. 
Suggestions. — Take  up  the  study  of  wheat  under  (a)  planting,  (&)  har- 
vesting,  (c)  grinding  into  flour.     Discuss  the  size  of  the  farms,  how  the 
plowing  is  done  now,  and  how  it  was  done  formerly.     Something  of  the 
process  of  harvesting  it  and  grinding  it  into  flour  may  be  taken  up.     Study 

(10) 


briefly  the  process  o±  bread  making.     Apply   all  of  this  to  your  home 
environment. 

2.  Meat.     (One  day.) 

Teacher's  References:  Chamberlain,  How  We  Are  Fed,  pp.  18-31. 
Carpenter,  Foods,  pp.  73-106 ;  126-138. 
Suggestions. — Study  the  cattle  ranch  if  there  is  one  in  the  vicinity.     If 
not  study  the  slaughterhouse  and  the  butcher  shop.     Find  out  and  teach 
something  about  chickens  and  their  use  as  food. 

3.  Fruits.     (Two  days.) 

Teacher's  References:  Chamberlain,  How  "We  Are  Fed,  pp.  165-183. 
Carpenter,  Foods,  pp.  225-274. 
Suggestions. — Go  out  to  a  fruit  ranch  with  the  children  (on  an  imaginary 
excursion)  and  see  how  the  fruit  is  grown,  how  it  is  harvested,  and  how  it 
is  made  ready  for  use  as  fresh,  canned  or'  dried  fruit. 

4.  Milk  and  Milk  Products.     (One  day.) 

Teacher's  References:  Chamberlain,  How  We  Are  Fed,  pp.  41-53. 
Carpenter,  Foods,  pp.  107-118. 
Suggestions. — Make  an  imaginary  visit  to  a  dairy  and  notice  how  the 
cows  are  kept,  how  the  milk  is  cared  for,  i.  e.,  cooling,  bottling,  and  deliv- 
ering in  the  wagons  to  the  people  in  town.     How  the  cans  and  bottles  are 
cared  for  in  order  that  we  may  have  good  fresh  milk. 

II.  Local  Commerce.     (One  day.) 

Suggestions. — Discuss  the  things  brought  into  your  community  and  those 
sent  out.     How  this  is  carried  on  by  means  of  wagons,  railroads,  etc. 

III.  Clothing.     (One  day.) 

Teacher's  References:  Chamberlain,  How  We  Are  Clothed,  pp.  3-11. 

Carpenter,  How  the  World  Is  Clothed,  pp.  10-14. 

Suggestions. — Take  up  a  general  discussion  of  clothing.     Bring  out  the 

need  for  clothing,  state  briefly  the  history  of  clothing  and  some  idea  as  to 

what  is  worn  now  as  compared  to  what  used  to  be  worn,  *'.  e.,  talk  of  the 

clothing  used  by  the  Indians  and  what  we  use  now. 

IV.  Buildings.     (Two  days.) 

Teacher's  Reference:  Chamberlain,  How  We  Are  Sheltered,  pp.  1-11. 
Suggestions. — Study  houses,  stores  and  public  buildings  with  reference 
to  the  materials  used,  shapes,  manner  of  construction,  relative  sizes,  work- 
men employed  in  building  them  and  the  uses  of  the  various  buildings. 

(ID 


V.  Surface  Features. 

1.  Creeks  or  Rivers.     (Two  days.) 

Suggestions. — Discuss  the  source,  course,  banks,  channels  and  vegetation 
along  the  stream.  Call  attention  to  its  appearance  at  high  and  low  water. 
Notice  the  rocks  and  gravel  and  how  they  are  rounded.  The  uses  of  the 
stream  should  also  be  brought  out  here. 

2.  Hills  and  Mountains.     (One  day.) 

Suggestions. — Hills  or  mountains  are  higher  than  the  land  around  them 
and  are  usually  on  the  edge  of  the  level  plain.  Streams  run  down  their 
sides  and  few  homes  are  found  on  them.  They  are  usually  covered  to  some 
extent  with  trees,  grass  and  brush. 

3.  Valleys.     (Two  days.) 

Suggestions. — Notice  that  a  valley  usually  contains  a  stream  and  has  hills 
or  mountains  on  all  or  nearly  all  sides  of  it.  The  valley  slopes  from  the 
hills  down  to  the  river.  The  homes  are  mostly  along  the  river  or  creek. 
Note  the  vegetation  in  the  different  parts  of  the  valley. 

VI.  Government.     (One  day.) 

Suggestions. — Why  is  it  necessary  to  have  any  government  at  home? 
Who  rules  ?  How  ?  What  happens  where  no  one  rules  ?  Why  do  we  need 
government  at  school?  Who  rules?  Who  gives  the  authority?  Why  do 
we  need  government  in  town  ?  Who  rules  ?  Bring  out  the  fact  that  police- 
men like  good  boys  and  will  keep  them  from  harm.  Policemen  are  much 
like  their  papas  only  dressed  in  blue  clothes. 


(12) 


CHAPTER   II. 


JOURNEY  GEOGRAPHY. 

METHODS  AND  BOOK  LISTS. 

When  the  preliminary  work  of  the  first  five  weeks  has  been  completed  as 
indicated  above,  the  class  will  be  ready  to  take  up  the  Journey  Geography. 
The  map  work  is  to  precede  and  accompany  it  so  as  to  make  the  location 
help  the  pupil  to  remember  the  fact  and  the  fact  help  him  to  remember  the 
locality.  For  example,  take  the  first  topic  where  we  are  to  go  on  a  whaling 
voyage  to  Bering  Sea.  Before  we  study  this  topic,  we  have  taken  the  pre- 
liminary map  work  as  given  in  the.  Bulletin  mentioned  above  to  page  24, 
which  includes  North  America  first  time  over,  then  begin  with  the  review 
of  some  of  these  topics  to  be  followed  by  the  location  of  Bering  Sea  and 
Bering  Strait.  Be  sure  that  each  one  knows  definitely  just  where  each 
locality  is,  then  follow  with  the  description  of  an  imaginary  whaling  voyage. 
Next  day  review  the  Map  Geography  of  the  previous  day,  also  review  the 
story  briefly,  together  with  the  location  of  Bering  Sea  and  Bering  Strait. 
Then  treat  the  second  topic  in  the  same  way  the  first  was  treated  the 
previous  day.  Continue  in  this  way  to  add  new  material  and  review  what 
has  been  given,  until  it  is  well  known  by  the  pupils,  then  the  review  of  a 
particular  part  is  only  to  be  given  as  often  as  is  necessary  to  keep  it  fixed 
in  the  minds  of  the  pupils. 

Of  course  there  are  some  localities  about  which  we  will  find  no  material 
to  offer,  but  they  will  be  remembered  by  their  location  and  connection  with 
the  parts  already  well  known.  For  example,  the  oceans  will  be  located  as 
such  and  reviewed  with  each  continent.  North  America  will  be  learned 
in  the  same  way  as  will  also  the  other  continents. 

The  locations  pertaining  to  each  continent  or  large  division  should  be 
reviewed  thoroughly,  as  soon  as  finished,  preparatory  to  taking  another 
large  division. 

There  are  at  least  eight  large  divisions  to  be  taken,  viz.,  North  America, 
South  America,  Europe,  Asia,  Africa,  Australia  and  the  Islands,  The  Earth 
as  a  Whole,  and  the  United  States.  Take  one  at  a  time  for  Map  Geog- 
raphy work  and  at  the  same  time  take  the  same  one  for  the  tour  of  that 
portion  of  the  work.  Begin  with  North  America  by  taking  a  journey  into 
the  Bering  Sea,  up  the  Yukon  River  to  the  gold  mining  region,  through 
Alaska,  down  by  Hudson  Bay,  through  Eastern  Canada  to  Newfoundland 
and  so  on  in  such  a  way  that  it  will  not  be  found  necessary  to  travel  over 
the  same  region  twice.  After  North  America  is  finished  go  down  into  South 
America,  then  to  the  Old  World,  returning  by  way  of  the  Islands  of  the 
Pacific  to  California. 

It  is  desirable  to  complete  the  Map  Geography  first  and  second  time  over 
in  this  grade  if  possible  or  at  any  rate  early  in  the  next  grade,  so  that  all 
there  will  be  left  to  do  later  will  be  to  review  on  an  average  of  about  once 

(13) 

5 — BUL.  5 


a  week  or  once  in  two  weeks  and  when  the  study  of  a  continent  or  large 
division  is  begun  or  completed. 

Summary  of  the  Course  of  Study  in  Geography. 

The  following  is  a  suggestion  as  to  the  amount  of  time  to  allow  for  the 
different  parts  of  the  Course  of  Study  in  Geography  including  both  Map 
Geography  and  Formal  Geography  as  given  in  the  State  Series  Geographies. 
It  is  a  brief  outline  of  the  whole  course  as  it  will  ultimately  be : 
Low  Fourth  Grade. 

Map  Geography  two  periods  per  week  throughout  the  year. 
Descriptive  Geography  as  follows : 

First  five  weeks  three  periods  per  week  will  be  given  to  Local  Geog- 
raphy. 
The  remainder  of  the  term  to  Journey  Geography.     (See  later.) 

High  Fourth  Grade. 

Map  Geography  two  periods  per  week. 
Journey  Geography  three  periods  per  week. 

Low  Fifth  Grade. 

Map  Geography  one  period  per  week. 

State  Introductory  Geography  four  periods  per  week  taking  pages  1  to 
161  (to  Middle  Atlantic  States). 
High  Fifth  Grade. 

Map  Geography  one  period  per  week. 

State  Introductory  Geography  four  periods  per  week  taking  pages  161  to 
211  (to  Countries  South  of  the  United  States). 

Low  Sixth  Grade. 

Map  Geography  one  period  per  week  till  finished,  then  one  period  in  two 
weeks  as  review. 

State  Introductory  Geography  four  periods  per  week  taking  pages  211  to 
250  (to  Asia) . 
High  Sixth  Grade. 

Map  Geography  one  period  per  week  till  finished,  and  then  one  period 
in  two  weeks  as  review. 

State  Introductory  Geography  four  or  five  periods  per  week  completing 
the  book. 
Low  Seventh  Grade. 

Map  Geography  one  period  in  two  weeks  as  review. 

State  Advanced  Geography  four  or  five  periods  per  week  taking  pages  1 
to  119  (to  the  Central  States). 
High  Seventh  Grade. 

Map  Geography  one  period  in  two  weeks. 

State  Advanced  Geography  four  or  five  times  a  week  taking  pages  119  to 
317  (to  Part  IV,  Europe). 


(14) 


Low  Eighth  Grade. 

Map  Geography  one  period  in  two  weeks  or  just  often  enough  to  retain 
what  they  have  had. 

State  Advanced  Geography,  pages  317  to  431  (to  Part  V,  Asia). 
High  Eighth  Grade. 

Map  Geography  as  in  the  Low  Eighth. 

State  Advanced  Geography  completed. 

It  is  to  be  understood  that  the  above  allotment  of  time  and  the  amount 
of  material  to  be  covered  during  one  grade  or  portion  of  that  grade  is  not 
absolute  and  may  be  shifted  one  way  or  the  other  as  the  case  demands.  It 
is  designed  to  serve  merely  as  a  basis  or  sort  of  an  objective  point  toward 
which  the  teacher  may  strive.  As  no  two  classes  are  alike,  the  teacher 
perhaps  is  the  one  best  qualified  to  make  the  finer  adjustment  of  time  and 
material.  Any  course  of  study  must  be  elastic  enough  to  permit  of  such 
adjustment  without  interfering  with  the  work  of  the  teacher  or  hampering 
the  progress  of  the  class  in  any  way. 


MINIMUM  BOOK  LIST. 

The  course  as  outlined  later  can  be  successfully  carried  on  by  the  use  of 
the  following  books.  If  the  books  in  the  other  list  are  in  your  library  do 
not  fail  to  use  them,  as  they  are  valuable  in  all  cases,  and  in  some  instances 
are  more  valuable  than  the  ones  included  here.  This  list  has  been  made  out 
with  the  idea  of  having  as  few  books  as  possible  and  still  include  all  of  the 
topics  given  later. 

Price. 

Carpenter.     Africa American  Book  Co.  $0  60 

Carpenter.     Asia American  Book  Co.  60 

Carpenter.     Australia American  Book  Co.  60 

Carpenter.     North  America American  Book  Co.  60 

Carpenter.     South  America American  Book  Co.  60 

Carroll.     Book  Five Silver,  Burdett  &  Co.  60 

George.     Little  Journeys  to  England  and  Wales A.  Flanagan  &  Co.  50 

King.     Book  II Lee  &  Shepard  72 

King.     Book  III Lee  &  Shepard  56 

King.     Book  V Lee  &  Shepard  56 

Pratt.     Stories  of  England Educational  Publishing  Co.  60 

Rupert.     Geographical    Reader Sibley  65 

Sexton.     Stories  of  California Macmillan  Co.  60 

Smith.     Our  Own  Country Silver,  Burdett  &  Co.  50 

Discounts  are  allowed  on  a  number  of  these  books  so  that  the  cost  of  the 
books  for  the  Journey  Geography  will  be  less  than  the  amounts  indicated 
above. 


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COMPLETE  BOOK  LIST. 

The  following  is  a  complete  list  of  all  books  referred  to  in  this  Bulletin. 
All  are  excellent  books  and  should  be  used  if  available.  One  feature  of  this 
list  is  that  every  single  book  listed  here  will  be  useful  for  the  children  to 

read   for  themselves   in   later  grades.     The   teacher   will   also   find  them 
valuable  for  later  work. 

Price. 

Badlam.     Views  in  Africa.     Silver,  Burdett  &  Co $0  72 

By  Land  and  Sea.     Perry  Mason  Co 50 

Campbell.     Little  Jan  the  Dutch  Boy.     Educational  Publishing  Co 25 

Campbell.     Little  Metzu  the  Japanese  Boy.     Educational  Publishing  Co 25 

Campbell.     Story  of  Little  Konrad.     Educational  Publishing  Co 25 

Campbell.     Wah  Sing.     Educational  Publishing  Co 25 

"'Carpenter.     Africa.     American  Book  Co 60 

^Carpenter.     Asia.     American   Book   Co GO 

♦Carpenter.     Australia.     American  Book  Co 60 

♦Carpenter.     Europe.     American  Book  Co 60 

Carpenter.     Foods.     American   Book   Co 60 

Carpenter.     How  the  World  Is  Clothed.     American  Book  Co 60 

♦Carpenter.     North  America.     American  Book  Co 60 

♦Carpenter.     South  America.     American  Book  Co 60 

Carroll.     Book  Three.       Silver,  Burdett  &  Co 48 

Carroll.     Book  Four.     Silver,  Burdett  &  Co 54 

♦Carroll.     Book  Five.     Silver,  Burdett  &  Co 60 

Chamberlain.     How  We  Are  Clothed.     The  Macmillan  Co 40 

Chamberlain.     How  We  Are  Fed.     The  Macmillan  Co 40 

Chamberlain.     How  We  Are  Sheltered.     The  Macmillan  Co 40 

Coe.     Modern  Europe.     Silver,  Burdett  &  Co 60 

Coe.     Our  American  Neighbors.     Silver,  Burdett  &  Co 60 

Dodge.     A  Reader  in  Physical  Geography.     Longmans,  Green  &  Co 70 

Fairbanks.     Home  Geography.     Educational  Publishing  Co 60 

Fairbanks.     Stories  of  Our  Mother  Earth.     Whitaker  &  Ray  Co 50 

George.     Little  Journeys  to  Cuba.     A.  Flanagan  &  Co 50 

♦George.     Little  Journeys  to  England  and  Wales.     A.  Flanagan  &  Co 50 

George.     Little  Journeys  to  Hawaii.     A.  Flanagan  &  Co '  50 

Headland.     Our  Little  Chinese  Cousin.     Page  &  Co 60 

Herbertson.     North    America.     Black 60 

Hield.     Glimpses  of  South  America.     Cassell 75 

♦King.     Book  II.     Lee  &  Shepard 72 

♦King.     Book  III.     Lee  &  Shepard 56 

King.     Book  IV.     Lee  &  Shepard 56 

♦King.     Book  V.     Lee  &  Shepard 56 

Kirby.     The  World  by  the  Fireside.     Nelson  &  Son 1  75 

Mabie.     Heroes  Every  Child  Should  Know.     Doubleday,  Page  &  Co 90 

MacClintock.     The  Philippines.     American  Book  Co 40 

MacDonald.     Our  Little  Mexican  Cousin.     Page  &  Co.__- 60 

McManus.     Our  Little  Egyptian  Cousin.     Page  &  Co 60 

McManus.     Our  Little  English  Cousin.     Page  &  Co 60 

Markwick  and  Smith.     South  American  Republics.     Silver,  Burdett  &  Co .  60 

Muller.     Story  of  Akimakoo.     A.  Flanagan  &  Co _  35 

Nixon-Roulet.     Our  Little  German  Cousin.     Page  &  Co 60 

Nixon-Roulet.     Our  Little  Greek  Cousin.     Page  &  Co 60 

Northern  Europe.     Ginn  &  Co 25 

Our  Country  East.     Perry  Mason  Co : 50 

Our  Country  West.    Perry  Mason  Co 50 

Pratt.     India.     Educational    Publishing   Co 60 

*Pratt.     Stories  of  England.     Educational  Publishing  Co 60 

Pratt.     Stories  of  Massachusetts.     Educational  Publishing  Co 60 

Pike.    Our  Little  Panama  Cousin.    Page  &  Co 60 

'"Rupert.     Geographical  Reader.     Sibley 65 


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Price. 

Schwatka.     Children  of  the  Cold.     Educational  Publishing  Co $1  25 

Seabury.     Porto  Rico.     Silver,  Burdett  &  Co 60 

♦Sexton.     Stories  of  California.     Macmillan  Co 60 

Smith.    Life  in  Asia.     Silver,  Burdett  &  Co 60 

*Smith.    Our  Own  Country.     Silver,  Burdett  &  Co 50 

Starr.     Strange  Peoples.     D.  C.  Heath  &  Co 40 

Stockton.    Tales  Out  of  School.     Scribner  &  Son 1  50 

Strange  Lands  Near  Home.     Ginn  &  Co 25 

Tarr  &  McMurry.     North  America.    The  Macmillan  Co 75 

Under  Sunny  Skies.     Ginn  &  Co 25 

Wade.     Our  Little  African  Cousin.     Page  &  Co 60 

Wade.     Our  Little  Cuban  Cousin.     Page  &  Co 60 

Wade.     Our  Little  Eskimo  Cousin.    Page  &  Co 60 

Wade.     Our  Little  Hawaiian  Cousin.     Page  &  Co 60 

Wade.     Our  Little  Irish  Cousin.    Page  &  Co 60 

Wade.     Our  Little  Japanese  Cousin.     Page  &  Co 60 

Wade.     Our  Little  Jewish  Cousin.     Page  &  Co 60 

Wade.     Our  Little  Norwegian  Cousin.     Page  &  Co '. 60 

Wade.     Our  Little  Philippine  Cousin.     Page  &  Co 60 

Wade.     Our  Little  Porto  Rican  Cousin.     Page  &  Co 60 

Wade.     Our  Little  Russian  Cousin.  Page  &  Co 60 

Wade.     Our  Little  Siamese  Cousin.     Page  &  Co * 60 

Wade.     Our  Little  Swiss  Cousin.     Page  &  Co __  60 

Wade.     Our  Little  Turkish  Cousin.     Page  &  Co 60 

Note. — The  books  marked  with  an  asterisk  (*)   are  the  ones  Included  in  the  Minimum 
Book  List. 


NORTH  AMERICA. 

I.    Alaska. 

1.  A  whaling  voyage  to  Bering  Sea.     (One  day.) 

Teacher's  References:  King,  Book  II,  pp.  14-20.  . 
Suggestions. — Board  the  ship  at  San  Francisco,  or  your  nearest  seaport, 
with  the  children.  Relate  the  experiences  you  would  have  in  taking  a  trip 
on  a  whaling  vessel,  such  as,  where  they  would  sleep,  where  and  what  they 
would  eat,  and  how  and  where  they  would  spend  their  time  between  meals. 
When  they  arrive  at  the  whaling  waters,  go  out  in  a  small  boat,  harpoon 
the  whale  and  go  bounding  over  the  waters  as  he  tries  to  escape.  Finally 
bring  him  to  shore  or  to  the  side  of  the  ship  and  striphim  of  blubber  and 
whalebone. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  123-124. 
Features  to  be  noticed,  Bering  Strait,  Arctic  Ocean. 

2.  In  the  mad  rush  up  the  Yukon  with  the  gold  hunters.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  307-309. 
Our  Country  West,  pp.  37-39. 
Suggestions. — Fit  out  an  expedition  by  getting  together  food,  clothing, 
and  prospector's  tools,  such  as  picks,  shovels,  etc.    When  all  is  ready,  make 


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a  wild  dash  up  the  Yukon  River  to  the  gold  region.     Show  pictures  of  the 
miners  and  their  outfits  as  well  as  the  camps  and  life  along  the  Yukon. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  116-119. 
•Carroll,  Book  Four,  pp.  122-131. 

Reviews. — Before  taking  a  new  topic  the  previous  one  should  be  reviewed. 
Review,  also,  the  map  location  connected  with  it.  Then  take  up  the  location 
of  the  new  topic  preparatory  to  giving  the  descriptive  material  on  it.  These 
reviews  should  be  oral  and  should  be  based  upon  the  points  given  under  the 
head  of  "suggestions"  as  well  as  any  indicated  in  the  topic  itself.  Such  a 
review  will  serve  at  least  two  purposes,  (1)  it  will  recall  what  was  given 
previously,  thus  making  the  impression  more  lasting,  and  (2)  it  will  give 
the  teacher  an  opportunity  to  correct  any  wrong  impressions  or  wrong  ideas 
that  the  children  may  have  gotten  from  the  previous  lessons. 

After  a  few  days  the  amount  of  material  passed  over  will  have  accumu- 
lated so  it  will  be  impossible  to  review  it  all  every  day.  When  this  becomes 
the  case  the  teacher  should  spend  a  certain  amount  of  time  each  day  on 
review,  starting,  we  will  say,  with  the  first  topic  and  covering  as  much  as 
possible  in  the  time  allotted.  Next  day  begin  where  you  left  off  the  day 
before.  Continue  in  this  way  till  all  is  reviewed  up  to  the  point  where  the 
class  happens  to  be  at  the  time.  Then  return  to  the  first  and  repeat  as 
before.  It  is  to  be  understood  that  in  addition  to  this  review  it  will  be 
advisable  to  review  the  topic  of  the  day  before,  as  already  stated,  so  as  to 
connect  the  work  as  much  as  possible.  Keep  the  map  in  sight  of  the  chil- 
dren during  the  time  the  descriptive  lesson  is  given.     (See  page  39.) 

3.  Sleeping  and  waking  in  the  land  of  the  midnight  sun. 

Teacher's  References:  Carpenter,  North  America,  pp.  303-306. 

Carpenter,  Europe,  pp.  163-164;  173-175. 

Coe,  Modern  Europe,  pp.  109-110. 

Schwatka,  Children  of  the  Cold,  pp.  9-43 ;  154- 

170. 
Wade,   Our  Little   Eskimo   Cousin,  pp.   63-73; 

81-90;  98-99. 
King,  Book  II,  pp.  185-186. 
King,  Book  V  (parts). 
Suggestions. — Pitch  camp  in  an  Eskimo  village  and  build  a  house  such 
as  he  has.     Go  hunting  for  seals  and  reindeer  to  obtain  materials  from 
which  to  make  clothing.     The  Eskimos  will  show  you  how  to  spear  fish 
through  holes  in  the  ice. 

Children's  References:  Wade,  Our  Little  Eskimo  Cousin  (parts). 
Schwatka,  Children  of  the  Cold  (parts). 
Feature  to  be  noticed,  Alaska. 

♦Formerly  called  Third  Book. 


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II.     Canada. 

1.  Among  the  trappers  in  the  wilds  of  Hudson  Bay.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  310-314. 
King,  Book  II,  pp.  170-177. 
Chamberlain,  How  We  Are  Clothed,  pp.  129- 

146. 
Kupert,  Geographical  Reader,  pp.  93-99. 
Suggestions. — Go  out  and  live  with  the  trappers  for  a  few  days.     Help 
them  to  catch  some  of  the  wild  animals.     Show  pictures  of  two  or  three  of 
these  animals  and  speak  of  their  habits. 

Children's  References:  MacDonald,  Our  Little  Canadian  Cousin, 

pp.  40-54. 
Kirby,  The  World  by  the  Fireside,  pp.  77-79. 

2.  Down  the  St.  Lawrence  past  Montreal  to  the  Gulf.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  316-327. 

King,  Book  II,  pp.  146-158 ;  198-206 ;  177-185. 

Suggestions. — Make  this  trip  on  a  steamer,  take  stateroom,  explain  usages 

on  board  ship,  e.  g.,  what  to  do  and  what  not  to  do,  and  pay  strict  attention 

to  sights  along  the  river.     Go  out  to  the  Newfoundland  Banks  and  watch 

the  fishermen  a  while.     Pictures  are  valuable  in  this  work. 

Children's  Reference:  MacDonald,   Our  Little   Canadian   Cousin, 

pp.  26-39. 

3.  Across  Canada  in  a  Pullman.     (Three  days.) 

Teacher's  References:  King,  Book  II,  pp.  226-250. 

King,  Elementary  Geography,  pp.  150-151. 
Coe,  Book  IV,  pp.  13-143. 

Davis,  R.  H.,  The  West  Through  a  Car  Window. 
Suggestions. — Under  this  topic  the  children  are  to  take  an  imaginary 
journey  in  the  Pullman  where  they  have  the  berths  made  for  them,  are 
allowed  in  the  observation  car,  go  to  the  diner  for  their  meals,  use  the 
dressing  rooms  where  they  must  wait  their  turns,  and  in  fact  get  the  experi- 
ence of  a  real  journey.  Have  them  look  out  of  the  windows  to  observe  the 
country  through  which  they  are  passing.  They  will  see  the  Great  Lakes, 
broad  level  plains  covered  with  extensive  grain  fields,  the  foothills  of  the 
Rocky  Mountains,  the  mountains  with  their  deep  gorges  through  whose 
depths  plunge  mighty  rivers,  canyons  filled  with  ice  packs  known  as 
glaciers,  and  rough,  rugged  peaks  piercing  the  heavens  with  their  sharp 
pinnacles. 

Children's  References:  MacDonald,  Our  Little  Canadian  Cousin, 

pp.  99-129. 
King,  Book  II,  pp.  189-221 ;  226-250. 

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III.  Mexico. 

1.  The  people  of  the  land  of  the  noonday  nap.     (One  day.) 

Teacher's  References:  King,  Book  II,  pp.  263-269. 

Carpenter,  North  America,  pp.  295-297;  336- 

345. 
By  Land  and  Sea,  pp.  102-107 ;  110^112. 
Coe,  Our  American  Neighbors,  pp.  197-215. 
Rupert,  Geographical  Reader,  pp.  119-120. 
Strange  Lands  Near  Home,  pp.  16-42. 
Starr,  Strange  Peoples,  pp.  17-25. 
Suggestions. — Pay  attention  to  the  characteristics  of  the  people  and  their 
every  day  life.     Such  things  as  the  nap  taken  during  the  middle  of  the  day, 
the  one-room  adobe  houses  in  which  they  live,  their  simple  foods  such  as 
bread,  meat  and  beans,  the  latter  usually  well  flavored  with  red  pepper,  and 
the  pulque  and  mescal  which  they  drink.     They  are  indolent  and  will  work 
only  when  forced  to  do  so  through  poverty. 

Children's  Reference:  MacDonald,  Our  Little  Mexican  Cousin  (parts), 

pp.  1-13 ;  14-22 ;  35-51 ;  70-80. 

IV.  West  Indies  Islands. 

1.  Our  neighbors  of  the  sugar  cane  country.     (One  day.) 

Teacher's  References:  Carpenter,  Australia  and  Islands,  pp.  319-320; 

362-366. 
Carroll,  Book  Three,  pp.  163-186. 
Carroll,  Book  Four,  pp.  215-222. 
Seabury,  Porto  Rico,  pp.  84-98. 
Suggestion. — Make  a  brief  study  of  the  sugar  cane  and  the  people  who 
live  in  the  region  where  it  is  grown.     Notice  that  they  are  composed  of 
various  classes  and  that  the  lower  class  is  poor  and  ignorant.     "Watch  them 
gather  the  sugar  cane  and  see  how  it  is  harvested  and  the  sugar  prepared 
for  shipment. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  213-217. 

Wade,   Our  Little   Cuban   Cousins,   pp.   9-36; 

72-80;  97-106. 
George,  Little  Journeys  to  Cuba,  pp.  3-77. 
Feature  to  be  noticed,  Havana  City. 


(20) 


V.     The  United  States. 

1.  New  England,  the  home  of  our  Pilgrim  Fathers.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  91-99. 
King,  Book  IV,  pp.  87-106. 
Our  Country  East,  pp.  219-224. 
King,  Book  III,  pp.  40-46. 
Pratt,  Stories  of  Massachusetts,  pp.  201-248. 
Suggestion. — Here  we  are  to  see  the  homes  of  our  forefathers  and  the 
rough  rocky  coast  upon  which  they  landed.     In  winter  the  children  have 
much  sport  on  ice  and  snow.     Let  them  take  a  few  hours  to  enjoy  coasting 
and  skating. 

Children's  References:  Pratt,  Stories  of  Massachusetts,  pp.- 13-68. 
Carroll,  Book  Four,  pp.  170-197. 
Features  to  be  noticed,  Boston,  Cape  Cod  and  Massachusetts  Bay. 

2.  New  York,  America's  largest  city.     (Two  days.) 
Teacher's  References:  King,  Book  III,  pp.  154-169. 

Dodge,  A  Eeader  in  Phys.  Geog.,  pp.  23-26. 

Our  Country  East,  pp.  174-192. 
Suggestion. — Visit  the  main  points  of  interest  such  as  Central  Park,  "Wall 
Street,  The  Bowery,  the  Brooklyn  Bridge,  the  underground  railways,  the 
tunnels  beneath  the  Hudson,  and  the  monstrous  skyscrapers.  There  may 
not  be  time  to  see  all  of  these,  but  there  will  be  for  the  more  important. 
Some  time  should  be  taken  for  a  trip  to  Long  Island. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  209-212. 
Carroll,  Book  Four,  pp.  4-13. 
Feature  to  be  noticed,  Long  Island. 

3.  Our  Capital  on  the  Potomac  River.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  14-15. 
King,  Book  III,  pp.  215-232. 
Our  Country  East,  pp.  131-143. 
Suggestions. — The  White  House  is  of  interest  to  us  all.    Visit  the  grounds, 
the  capitol  building,  see  where  the  lawmakers  hold  their  sessions  and  call  on 
the  President  of  the  United  States.     He  will  be  glad  to  see  you  for  a  few 
moments,  but  you  must  not  tarry  long,  for  he  is  too  busy  with  the  millions 
of  other  people  in  our  country.     Use  pictures  where  available,  especially  of 
the  capitol  building,  and  the  President. 

Children's  Reference:  Carroll,  Book  Four,  pp.  47-53. 


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4.  New  Orleans,  the  cotton  city.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  138-143. 
King,  Book  IV,  pp.  17-29. 
Our  Country  East,  pp.  67-72. 
Smith,  Our  Own  Country,  pp.  145-150. 
Suggestions. — Walk  down  along  the  wharf  and  see  the  bales  of  cotton 
ready  for  shipment.     If  the  time  permits  tell  about  the  country  near  here 
where  cotton  is  grown,  how  it  is  cared  for,  picked,  the  seed  taken  out,  and 
the  soft  white  cotton  pressed  into  bales  to  be  shipped  to  the  factory  as  soon 
as  the  boats  arrive  to  carry  it. 

Children's  Reference:  Kirby,  The  World  by  the  Fireside,  pp.  80-84. 

5.  The  Mississippi  Valley  with  its  streams  and  cities.     (Three  days.) 

Teacher's  References:  Carpenter,  North  America,  pp.  156-158. 

Rupert,  Geographical  Reader,  pp.  26-29 ;  36-39. 
King,  Book  IV,  pp.  43-47. 

Smith,  Our  Own  Country,  pp.  96-109 ;  155-163. 
Suggestions — Take  berths  on  a  river  steamer  that  will  finally  land  you 
Chicago  and  study  the  following  points  as  they  are  encountered  on  the 
journey:  levees,  swamps,  lakes,  flat  country,  broad  sweeping  curves,  the 
Mississippi  Valley  as  it  appears  from  the  steamer,  Ohio  River,  St.  Louis, 
Missouri  River,  and  finally  Chicago  where  you  will  land.  Pay  especial 
attention  to  those  things  of  most  interest  to  the  class,  e.  g.,  life,  both  human 
and  animal,  encountered  at  different  places. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  189-198. 
Carroll,  Book  Four,  pp.  76-85. 

6.  Erie  Canal  and  Niagara  Falls.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  193-202. 
Smith,  Our  Own  Country,  pp.  83-87. 
Suggestions. — Go  out  to  the  canal  and  watch  the  lazy  donkeys  pulling  the 
queerly  built  boats  along  through  the  big  ditch.  Follow  along  or  ride  along 
till  a  hill  is  reached  ftnd  have  the  men  show  how  the  boat  climbs  the  hill. 
Later  visit  Niagara  Falls.  Watch  the  water  plunge  down  over  the  precipice 
and  churn  itself  into  a  spray,  then  go  down  and  take  a  ride  in  the  little 
steamboat  that  goes  up  near  the  Falls.  Notice  also  the  whirlpool  rapids. 
Pictures  are  indispensable  here. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  84-88. 
Carroll,  Book  Four,  pp.  23-27. 
Feature  to  be  noticed,  Appalachian  Mountains. 


(22) 


7.  The  five  great  ponds.     (One  day.) 

Teacher's  References:  King,  Book  II,  pp.  129-139. 

Our  Country  East,  pp.  16-19 ;  31-34. 
Rupert,  Geographical  Reader,  pp.  29-36. 
Smith,  Our  Own  Country,  pp.  80-96. 

Suggestions. — One  of  the  easiest  ways  of  treating  this  topic  is  to  take  £tn 
imaginary  journey  through  these  lakes.  Notice  their  size,  the  vessels  that 
sail  over  them,  the  waves  that  dash  over  them,  and  the  frequent  violent 
storms  that  occur,  especially  during  the  winter  time. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  108-111. 
Carroll,  Book  Four,  pp.  63-74. 

8.  Salt  Lake  City  and  Great  Salt  Lake.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  259-264. 

Rupert,  Geographical  Reader,  pp.  54-56 ;  70-73. 
Smith,  Our  Own  Country,  pp.  193-194. 
Our  Country,  West,  pp.  67-121. 
Suggestions. — Notice  the  clean,  well  kept  streets  with  the  streams  of  clear 
cool  water  flowing  in  the  gutters.     Visit  the  Mormon  Tabernacle  and  before 
you  leave  have  a  swim  in  Great  Salt  Lake  where  the  water  is  so  salty  you 
can  not  sink  if  you  try. 

Children's  Reference:  Carroll,  Book  Four,  pp..  147-149. 
Features  to  be  noticed,  Rocky  Mountains  and  Denver. 

9.  A  visit  to  Yellowstone  Park.     (Three  days.) 

Teacher's  References:  King,  Book  II,  pp.  46-57. 

Carpenter,  North  America,  pp.  284-289. 
Suggestions. — Take  a  trip  from  the  railway  station,  by  stage,  into  the 
Yellowstone.  See  Old  Faithful  and  some  of  the  other  important  geysers, 
wait  till  they  spout  or  throw  a  bar  of  soap  into  their  mouths  to  hasten  this 
phenomenon.  The  guide  will  tell  you  how  to  do  it.  Make  a  trip  to  the 
Punch  Bowl  and  Cupid's  Cave  to  see  the  deposits  of  pure  white  limestone 
that  have  been  brought  up  by  the  hot  water.  Go  to  the  Canyon  of  the 
Yellowstone  and  see  the  beautiful  Falls.  Make  it  a  point  to  see  the  deer 
and  any  other  animals  that  may  be  in  the  Park. 

Children's  Reference :  Carroll,  Book  Four,  pp.  144-146. 

10.  Puget  Sound,  the  harbor  of  the  Northwest.     (One  day.) 

Teacher's  References:  Rupert,  Geographical  Reader,  pp.  79-81. 
King,  Book  V,  pp.  78-106. 
Suggestions. — Take  a  trip  on  the  steamer  so  that  the  children  may  see 
the  beautiful  hills  and  valleys  bordering  this  body  of  water  and  at  the  same 

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time  get  an  idea  of  its  size,  the  number  of  cities  along  its  edge  and  also  the 
ships  that  come  and  go  or  are  to  be  seen  rising  and  falling  with  the  waves. 

Children's  Reference:  Fairbanks,  Home  Geography,  pp.  43-46. 
Features  to  be  noticed,  Cascade  Mountains  and  Columbia  River. 

•       11.  The  Sierras  with  the  matchless  Yosemite  Valley.     (Two  days.) 

Teacher's  References:  Our  Country  West,  pp.  139-143. 

Herbertson,  North  America,  pp.  193-196. 

Sexton,  Stories  of  California,  pp.  199-208. 

Carpenter,  North  America,  pp.  273-274. 
Suggestions. — Take  the  stage,  at  the  railway  station,  which  will  land  you 
at  the  picturesque  tavern  where  the  night  may  be  spent.  Note  the  river  as 
you  come  into  the  valley.  Next  morning  visit  the  valley  and  such  points  as 
Glacier  Point,  The  Three  Brothers,  Bridal  Veil  Falls,  Yosemite  Falls, 
El  Capitan,  and  Mirror  Lake.  Later  it  may  be  well  to  see  Hetch-Hetchy 
Valley  and  some  of  the  High  Sierras. 

Children's  References:  Fairbanks,  Home  Geography,  pp.  104-107. 
Carroll,  Book  Four,  pp.  108-112. 
Features  to  be  noticed,  Coast  Range  Mountains. 

12.  The  wonderful  Colorado  River  and  its  Grand  Canyon.      (One 

day.) 

Teacher's  Reference:  Our  Country  "West,  pp.  161-167. 
Suggestions. — It  will  be  of  great  interest  to  take  a  journey  on  the  back 
of  a  donkey  down  into  the  canyon  itself  from  the  Inn  on  its  edge.  Here 
you  will  notice  the  many  colored  rocks,  the  ruggedness  of  the  canyon  and 
the  water  flowing  many  feet  below.  It  is  more  or  less  dangerous,  as  all  such 
climbs  are,  but  one  that  will  be  thoroughly  enjoyed. 

Children's  Reference:  Fairbanks,  Stories  of  Mother  Earth,  pp.  96-102. 

13.  A  trip  through  the  Big  Ditch.     (One  day.) 

Teacher's  References:  Carpenter,  North  America,  pp.  351-352. 
Carpenter,  South  America,  pp.  9-29. 
Coe,  Our  American  Neighbors,  pp.  312-313. 
Markwick  and  Smith,  South  American  Repub- 
lics, pp.  49-50. 
Suggestions. — Sail  through  the  canal  on  a  large  steamer  paying  special 
attention  to  the  large  restraining  dams,  the  Chagres  River,  and  the  immense 
lake  formed  by  the  restraining  dam.     Notice  the  strong,  massive  locks  and 
how  easily  they  can  be  opened  and  closed  to  let  the  ships  pass  through. 

Children's  Reference:    Pike,  Our  Little  Panama  Cousin,  pp.  81-89; 

102-114. 
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SOUTH  AMERICA. 

1.  Rio  de  Janeiro,  the  most  beautiful  harbor  in  the  world.     (One 

day.) 

Teacher's  References:  Carpenter,  South  America,  pp.  267-282. 

Coe,  Our  American  Neighbors,  pp.  236-248.        % 

Suggestions. — Emphasize  the  fact  that  we  get  much  coffee  from  here. 

Study  the  production  of  coffee.     Visit  the  coffee  plantations  and  see  the 

coffee  berries  growing  on  the  bushes.     Notice  the  harbor  and  discover  what 

makes  it  beautiful. 

See  ''Reviews,"  page  18. 

2.  Argentina,  where  heavy  loads  are  drawn  in  immense  carts.     (One 

day.) 

Teacher's  Reference:  Carpenter,  South  America,  pp.  174-200. 

Suggestions. — Pay  especial  attention  to  the  large  ranches  and  great  bands 
of  sheep  and  herds  of  cattle.  Visit  one  of  these  large  ranches  and  watch 
the  cowboys  and  herders  care  for  their  flocks  and  herds.  It  will  be  inter- 
esting to  note  the  grassy  plains  upon  which  the  cattle  and  sheep  feed  as 
well  as  to  watch  the  cowboys  round  up  the  cattle  and  brand  the  calves. 

Features  to  be  noticed,  Buenos  Aires,  Strait  of  Magellan  and  Cape  Horn. 

3.  Among  the  South  American  Forests  and  Plains.     (One  day.) 

Teacher's  References:  Carpenter,  South  America,  pp.  201-241. 

Coe,  Our  American  Neighbors,  pp.  250-257. 
Suggestions. — Call  attention  to  the  new  kind  of  tea  which  is  used  so  exten- 
sively  in   Paraguay    and   other    South   American    countries.     Notice   the 
immense  herds  of  cattle  roaming  over  the   grassy  plains   and  plateaus. 
Notice  also  the  clumsy  big-wheeled  carts  of  Uruguay. 
Features  to  be  noticed,  Paraguay  and  Uruguay. 

4.  Bolivia,  the  former  home  of  the  Incas.     (One  day.) 

Teacher's  References:  Carpenter,  South  America,  pp.  87-94. 

Hield,  Glimpses  of  South  America,  pp.  74-88. 
Suggestions. — Notice  that  the  people  wear  bright  colors  in  the  matter  of 
personal  adornment  wherever  possible  to  obtain  them.  Look  at  the  peculiar 
rush  boats  that  may  be  seen  upon  the  shores  of  Lake  Titicaca,  the  most 
elevated  great  lake  in  the  world.  Show  how  the  Incas  were  mistreated  and 
slain  by  the  Spanish. 


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5.  The  Amazon,  the  greatest  of  rivers,  and  Brazil  with  its  forests 

filled  with  chattering  monkeys.     (One  day.) 

Teacher's  References:  Carpenter,  South  America,  pp.  243-257;  291- 

312;  320-327. 
Coe,  Our  Ameriean  Neighbors,  pp.  223-230. 
Stockton,  Tales  Out  of  School,  pp.  287-297. 
Suggestions. — Imagine  you  and  the  children  are  calmly  floating  down  the 
Amazon  through  the  dense  forest  some  twilight  evening  listening  to  the 
chattering  monkeys  and  watching  the  insects  as  they  fly  hither  and  thither. 
Pass  on  down  to  the  mouth  of  the  river  and  note  that  it  is  impossible  to  see 
from  one  bank  to  the  other  so  large  is  the  stream.     Make  a  brief  study  of  the 
rubber  trees  and  their  location  if  time  permits. 

6.  A  region  of  dense  forests  and  grassy  plains.     (One  day.) 

Teacher's  References :  Carpenter,  South  America,  pp.  327-350. 

Coe,    Our   American    Neighbors,    pp.    321-324; 
308-312. 

Suggestions. — Here  we  have  the  homes  of  a  peculiar  Indian  and  it  will 
be  of  interest  to  study  a  few  of  his  habits  and  peculiarities  among  which 
may  be  noted  the  ceremony  known  as  the  ''whip  dance."  Venezuela  and 
the  Guianas  should  be  definitely  located  with  this  topic. 

Feature  to  be  noticed,  Caribbean  Sea. 

7.  Among  the  wild  Andes  Mountains.     (One  day.) 

Teacher's  References:  Carpenter,   South  America,  pp.  29-50;  67-81; 

95-100;  115-123. 
Coe,    Our   American   Neighbors,    pp.    268-270; 

289-299;  308-312. 
Kupert,  Geographical  Eeader,  pp.  26-28. 
Suggestions. — This  region  is  the  natural  home  of  the  common  potato  and 
should  be  presented  as  such.     This  will  lend  value  to  the  topic.     Other 
things  to  be  noticed  will  be  the  high,  rugged  peaks,  the  steep  mountains  and 
the  difficult  path  by  which  the  region  is  reached.     The  llamas  will  also  prove 
of  interest,  if  time  permits  their  being  noticed  briefly.     "When  this  topic  is 
studied  the  location  of  the  features  given  below  should  be  made  definite. 
Features  to  be  noticed,  Peru,  Ecuador,  and  Colombia. 

8.  Chile,  the  narrowest  of  all  countries,  or  the  land  of  many  climates. 

(One  day.) 

Teacher's  References:  Carpenter,  South  America,  pp.  100-144. 

Coe,  Our  American  Neighbors,  pp.  274-285. 
Rupert,  Geographical  Reader,  pp.  188-191. 
Suggestions. — Pay  especial  attention  to  the  narrow  country.     Notice  the 
queer  street  cars.     A  short  journey  will  take  one  from  the  warm  oceanic 

(26) 


climate,  where  the  days  are  moderate,  through  the  various  kinds  of  climate 
to  that  where  there  is  snow  the  year  around. 
Feature  to  be  noticed,  Valparaiso. 


AFRICA. 

General  Suggestion. — Land  at  the  Barbary  States  and  after  considering 
topic  take  a  caravan  trip  across  the  Sahara  Desert,  follow  up  the  Nile  River, 
noting  how  it  feeds  the  people.  Visit  the  queer  city  of  Cairo  and  then 
journey  out  to  look  at  the  strange  monuments  of  the  past,  e.  g.,  the  Sphinx 
and  the  Pyramids.  Then  down  to  South  Africa,  up  the  west  coast  past  the 
Island  of  St.  Helena  to  the  Kongo  region,  then  to  Europe. 

1.  The  Barbary  States,  the  old  home  of  the  pirates.     (One  day.) 

Teacher's  References:  Carpenter,  Africa,  pp.  14-55;  74-81. 
Badlam,  Views  in  Africa,  pp.  28-34. 

Suggestions. — Explain  the  change  that  has  taken  place  in  that  the  sea 
robbers  have  been  forced  to  live  more  like  other  people  and  not  prey  upon 
the  merchantmen  of  civilized  nations.  Here  one  would  have  to  eat  his 
bread  without  butter  because  there  is  none  to  be  had.  The  water  carriers 
are  odd  and  the  Moorish  women  would  attract  much  attention  on  our 
streets.  Point  out  the  fact  that  Tunis,  Tripoli,  Algeria,  and  Morocco  are 
considered  under  this  topic. 

See  ''Reviews,"  page  18. 

Feature  to  be  noticed,  Atlas  Mountains. 

2.  Sahara  Desert,  the  greatest  of  sand  piles.     (One  day.) 

Teacher's  Reference:  Carpenter,  Africa,  pp.  55-78. 
Suggestions.— Hire  a  band  of  camels  and  the  native  drivers  to  take  you 
across  the  desert.  Mention  the  fact  that  it  is  dry  and  water  must  be  taken 
along  by  both  man  and  beast.  The  camel  drinks  his  and  carries  it  inside 
of  him.  On  the  road  over  note  the  stubbornness  of  the  camel  at  times,  the 
trickery  of  the  driver,  once  in  a  while  a  sandstorm  and  the  mirage  in  the 
distance.  Call  attention  to  the  sparse  vegetation  except  on  the  oases,  and 
also  to  the  sandy  character  of  the  surface.    It  is  not  all  level. 

Children's  Reference:  Fairbanks,  Home  Geography,  pp.  226-228. 

3.  Egypt,  the  strangest  of  all  countries.     (One  day.) 

Teacher's  Reference:  Carpenter,  Africa,  pp.  81-116;  123-141. 
Suggestions. — Cattle  live  with  the  family  at  night.     What  would  we  think 
of  such  a  custom  ?     Take  a  trip  to  the  pyramids,  built  thousands  of  years 
ago,  and  to  the  great  stone  face  known  as  the  Sphinx.     This  is  the  home  of 

(27) 


one  of  the  oldest  races  on  the  face  of  the  earth.     Land  at  Cairo  and  make 
the  trip  from  there. 

Children's  References:  Our  Little  Egyptian  Cousin,  pp.  27-70;  102- 

131. 
Carroll,  Book  Two,  pp.  87-140. 
Features  to  be  noticed,  Alexandria,  the  Nile  River,  Cairo,  and  Abyssinia. 

4.  Cape  Town  in  Cape  Colony,  the  southernmost  country  of  Africa. 

(One  day.) 

Teacher's  Reference:  Carpenter,  Africa,  pp.  316-322. 

Suggestions. — Pay  a  visit  to  an  ostrich  farm,  paying  attention  to  the  size, 
general  appearance  and  diet  of  the  birds.  Follow  this  by  a  journey  to  the 
diamond  mines  where  they  are  digging  in  the  bluish  volcanic  material  to 
hunt  out  the  rough  diamonds  which  are  unlike  the  ones  we  usually  see. 
Notice  how  they  guard  the  workmen  as  they  come  from  their  work  to  pre- 
vent their  stealing  the  diamonds. 

Feature  to  be  noticed,  St.  Helena  Island,  where  Napoleon  was  imprisoned. 

5.  Darkest  Africa.     (Three  days.) 

Teacher's  References:  Carpenter,  Africa,  pp.  222-252. 

Badlam,  Views  in  Africa,  pp.  79ff. 
Suggestions. — Start  up  the  Kongo  River,  pointing  out  the  size  of  the  river, 
something  of  its  navigability,  the  falls,  the  jungle  where  many  strange  and 
dangerous  animals  live  (e.  g.,  the  lion,  rhinoceros),  here  and  there  will  be 
villages  of  savage  tribes  of  black  people,  some  of  which  are  cannibals.  Some 
of  these  people  sleep  on  a  pillow  which  is  a  wooden  block  hollowed  out  to 
suit  the  shape  of  the  head.  Numerous  lakes  with  villages  around  them. 
Notice  the  queer  houses  and  the  fact  that  many  children  are  wholly  without 
clothing. 

Children's  References:  Our  Little  African  Cousin,  pp.  53-92. 
,  Muller,  The  Story  of  Akimakoo  (parts). 
Features  to  be  noticed,  Kongo  River,  Kongo  Free  State,  and  Gulf  of 
Guinea. 


EUROPE. 

1.  Gibraltar,  the  strongest  fort  in  the  world.     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  p.  444. 
Suggestions. — Bring  out  the  reason  why  it  is  so  strong  (t.  e.,  it  is  so  high 
above  the  water  that  it  is  difficult  to  point  the  big  guns  high  enough  to 
reach  it).     Notice  how  it  is  made,  where  the  guns  are  placed,  and  how  the 
men  who  use  the  guns  are  protected  from  the  enemy  by  the  solid  rock. 
See  "Reviews,"  page  18. 
Feature  to  be  noticed,  Portugal. 

(28) 


2.  Spain,  ivhere  things  are  reversed.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  428-445. 
Under  Sunny  Skies,  pp.  11-18. 
Suggestions. — Here  the  people  are  to  be  seen  carrying  on  their  various 
amusements,  etc.,  during  the  night,  then  sleeping  during  the  day  to  make 
up  for  it.     They  are  fond  of  rooster  fights  and  bull  fights,  are  a  quick- 
tempered, sentimental  people. 
Feature  to  be  noticed,  Madrid. 

3.  Ireland,  the  green  island.     (One  day.) 

Teacher's  Reference:  Carroll,  Book  Five,  pp.  7-25. 
Suggestions. — Notice  the  character  of  the  people,  their  houses,  how  they 
dig  their  fuel  out  of  the  peat  bogs  and  dry  it  for  winter  use,  that  the  domes- 
tic animals  are  often  kept  under  the  same  roof  as  the  family,  that  the  potato, 
of  which  most  of  us  are  so  fond,  is  one  of  the  main  foods  of  the  people.  Do 
not  forget  to  notice  the  beauty  of  the  country  as  you  pass  through  it.  Pic- 
tures of  peasants  and  their  houses  will  help  to  show  the  life,  and  scenes 
such  as  the  Lake  of  Killarney  will  show  the  natural  beauty  of  the  land. 

Children's  Reference:  Our  Little  Irish  Cousin,  pp.  1-53. 

4.  England,  where  the  country  is  like  a  garden.     (One  day.) 

Teacher's  References:  Pratt,  Stories  of  England,  pp.  177-190. 

George,  Little  Journeys  to  England  and  Wales, 
pp.  3-35  (pt.  II). 
Suggestions. — In  teaching  this  topic  it  will  be  well  to  notice  especially  the 
garden-like  appearance  of  the  country  with  its  castles  situated  on  the  high 
hills,  fine  residences,  the  homes  of  the  land  barons,  good  roads,  cattle  and 
sheep  on  the  green  hills.  The  hedges  along  the  highways  are  beautiful  and 
interesting. 

Children's  Reference:  Our  Little  English  Cousin,  pp.  1-53. 

5.  Liverpool,  a  busy  place.     (One- day.) 

Teacher's  References:  Carpenter,  Europe,  p.  64. 

George,  Little  Journeys  to  England  and  "Wales, 
pp.  13-18. 
Suggestions. — Ships  of  all  sizes  and  descriptions  are  to  be  seen  in  the 
harbor.  Here  we  could  get  a  steamer  for  home,  if  we  wished.  Go  down  to 
the  drydocks  and  see  the  immense  ships  that  are  being  built.  Look  sharp 
on  your  way  through  the  city  and  you  may  see  some  of  your  friends  who 
have  come  to  England  for  business  or  pleasure. 


6 — BUL.  5 

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6.  London,  the  commercial  center  of  the  world.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  66-84. 

George,  Little  Journeys  to  England  and  Wales, 
pp.  18-82. 

Suggestions. — Emphasize  the  fact  that  London  is  the  largest  city  in  the 
world  and  try  by  example  to  indicate  what  that  really  means.  Illustrate  by 
comparison  with  your  home  town  or  city.  Visit  the  Cathedral  and  "West- 
minster Abbey.  Windsor  Castle,  the  Tower  and  London  Bridge  will  also 
be  of  interest  if  there  is  time  to  consider  them.  Pictures  will  be  invaluable 
here. 

Children's  Reference:  Our  Little  English  Cousin,  pp.  54-88. 
Feature  to  be  noticed,  the  Thames  River. 

7.  Scotland,  the  home  of  Robert  Bruce.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  32-48. 

Mabie,  Heroes  Every  Child  Should  Know, 
pp.  250-273. 
Suggestions. — Tell  the  story  of  Bruce  as  briefly  as  is  best  to  bring  out  his 
character,  etc.     In  doing  so  point  out  the  beautiful  lakes,  mountains  and 
castles.     There  are  many  beautiful  legends  connected  with  this  country; 
tell  some  of  them  if  there  is  time.     Notice  the  cattle  and  sheep  feeding  on 
the  hillside.     The  typical  highland  dress  is  also  interesting. 
Children's  Reference:  Carroll,  Book  Two,  pp.  141-182. 
Feature  to  be  noticed,  Edinburgh. 

8.  Norway,  a  country  of  hospitality.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  163-180. 
Northern  Europe,  pp.  11-17. 
Suggestions. — Point  out  the  hospitality  of  the  people  as  a  trait  to  be  com- 
mended.    Some  of  their  curious  customs   are  likewise  of  interest.     One 
especially  noteworthy  is  that  of  hanging  out  an  ear  of  corn  for  the  birds  at 
Christmas  time. 

Children's  References:  Our  Little  Norwegian  Cousin,  pp.  21-35;  59- 

65;  72-91. 
•Carroll,  Book  Three,  pp.  78-128. 

9.  Sweden," the  Land  of  the  Midnight  Sun."     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  163-185. 
Suggestions. — Dwell  upon  the  fact  that  it  as  far  north  as  Alaska  and  con- 
sequently is  cold  in  winter.     The  sun  does  not  rise  for  months  at  a  time  in 
the  northern  part,  while  in  summer  it  shines  continuously,  even  at  midnight. 

Children's  Reference:  Carroll,  Book  Three,  pp.  78-128. 


♦Formerly  called  Second  Book. 

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10.  Russia,  the  land  of  oppression  and  ignorance.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  311-361. 
Northern  Europe,  pp.  109-122. 
Suggestions. — In  this  the  teacher  has  an  excellent  chance  to  bring  out  the 
fact  that  oppression  and  ignorance  go  hand  in  hand.  Picture  the  Russian 
peasant  as  he  is  in  his  meager  surroundings,  with  small  income  and  few 
comforts.  It  is  no  wonder  that  the  father,  in  parts  of  Russia,  looks  forward 
to  the  sale  of  his'  daughter  to  some  young  man  for  a  wife. 

Children's  References:  Our  Little  Russian  Cousin.   (Parts.) 
Carroll,  Book  Two,  pp.  7-57. 
Feature  to  be  noticed,  St.  Petersburg. 

11.  Denmark,  the  land  of  small  farms.     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  156-163. 
Suggestions. — Stores  are  built  on  a  queer  plan  and  the  ladies  who  go 
shopping  must  climb  stairs  to  do  so.    Nearness  to  the  ocean  has  made  them 
a  seafaring  nation.     Danish  sailors  are  found  on  many  ships,  even  those  of 
Uncle  Sam. 

12.  Holland,  the  country  below  the  sea  level.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  133-156. 
Northern  Europe,  pp.  129-134. 

Suggestions. — Much  of  the  country  is  so  far  below  the  level  of  the  sea  that 
levees  or  dikes  are  built  to  keep  out  the  sea.  Tell  the  story  of  the  little  boy 
who  found  a  leak  in  the  dike  and  sat  all  night  holding  his  thumb  in  the  hole 
to  keep  out  the  sea.  This  is  the  land  of  the  clumsy  wooden  shoe.  Show 
pictures  of  it. 

Children's  Reference:  Little  Jan  the  Dutch  Boy.   (Parts.) 

13.  The  Hague,  the  Peace  City*     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  p.  152. 
Suggestions. — Here  is  an  excellent  chance  for  a  lesson  on  World  Peace. 
Men  meet  in  this  city  to  try  to  prevent  the  horrible  wars.     They  want  to 
settle  all  quarrels  by  simply  talking  it  over  and  deciding  without  having 
wars  and  killing  people. 

14.  Belgium,  the  home  of  a  busy  people.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  125-133. 
Northern  Europe,  pp.  39^45. 
Suggestions. — Take  a  trip  through  the  country  noticing  the  men  and 
women  working  in  the  fields  where  there  are  no  fences.    Notice  the  smoke  in 

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the  cities  which  tells  of  busy  factories.     Call  attention  to  the  great  amount 
of  lace  manufactured  here.    Note,  also,  the  chimes  which  are  found  in  the 
town  halls  as  well  as  in  the  churches.    The  farms  are  small  but  productive. 
Feature  to  be  noticed,  Brussels. 

15.  France,  a  land  of  small  farms  and  good  roads.     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  85-124. 
Suggestions. — Travel  along  these  roads  and  notice  how  good  they  are  and 
at  the  same  time  notice  these  farms  and  how  they  differ  from  ours.  Then 
enter  the  city  and  see  the  people  chatting  on  the  streets  really  having  parties 
out  in  the  public  places.  The  people  are  very  polite  wherever  you  go.  Here 
is,  perhaps,  a  good  chance  to  make  a  lesson  or  a  portion  of  one  on  politeness. 
This  will  also  help  to  fix  France  in  the  memory. 

"True  politeness  is  to  do  and  say 

The  kindest  thing  in  the  kindest  way." 

Feature  to  be  noticed,  Seine  River. 

16.  Paris)  the  most  beautiful  city  in  the  world.     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  106-125. 
Suggestions. — Notice  the  wide  clean  streets,  the  well  kept  sidewalks,  and 
the  beautiful  public  parks.    The  Seine  River  forms  a  portion  of  the  streets, 
but  in  many  places  it  is  covered  over.     Note  any  other  prominent  feature 
that  adds  to  the  beauty  of  the  ' '  Gay  Pairee. " 

17.  A  trip  up  the  Rhine  River.     (Two  days.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  186-248. 
Suggestions. — Notice  the  following  and  call  attention  to  them  in  the  order 
named:  The  well  cultivated  fields,  fat  cattle,  numerous  villages  along  the 
river,  the  rafts  and  their  crews,  where  as  many  as  two  or  three  hundred 
people  live,  eat  and  sleep.  Retell  the  story  of  the  Lorelei.  The  location  of 
Bin  gen  is  more  or  less  important  on  account  of  the  poem,  "Bingen  on  the 
Rhine."  Tell  it  or  read  it  to  them,  explaining  the  difficult  parts.  Call 
attention  to  the  castles,  villages  and  ruins  along  the  banks. 

Children's  Reference:  Our  Little  German  Cousin,  pp.  23-39;  48-59. 
Features  to  be  noticed,  Germany,  Berlin. 

18.  Switzerland,  the  land  of  the  lofty,  snowclad  Alps  Mountains, 

(One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  249-271;  275. 
Northern  Europe,  pp.  78-94. 
Suggestions. — The  things  to  be  noted  here  will  be  the  beautiful  scenery 
consisting  of  high  mountains,  peaks  and  glaciers.     The  lives  of  the  Swiss 
people  will  be  of  interest  as  will  the  work  of  the  magnificent  St.  Bernard 

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dogs  used  in  rescuing  people  lost  in  the  snow.  This  will  be  the  most  interest- 
ing part  of  the  lesson.  It  lends  an  opportunity  for  the  teacher  to  give  some- 
what of  a  lesson  on  love  for  animals. 

Children's  References:  Campbell,  Story  of  Little  Konrad. 

Our  Little   Swiss   Cousin,   pp..  27-42;   51-62; 

76-104. 
Carroll,  Book  Three,  pp.  129-159  (Parts.) 

19.  Italy,  the  land  of  sunshine.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  392-428. 
Under  Sunny  Skies,  pp.  47-54. 
Suggestions. — The  manufacture  of  macaroni  will  interest  them,  especially 
if  they  are  led  to  wonder  how  the  workmen  punch  the  holes  in  it.     If  time 
permits  there  is  much  to  be  said,  also,  of  the  beauties  of  the  country. 
Feature  to  be  noticed,  Naples. 

20.  Rome,  the  ancient  city.     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  411-417. 
Suggestions. — Show  pictures  of  the  Colosseum,  the  Appian  Way,  the 
Forum,  and  the  various  other  points  of  interest.  This  lesson  can  well  be 
taught  from  pictures  alone.  Show  the  pictures  to  the  class  and  explain 
them  as  you  go.  It  will  be  of  advantage  to  have  a  set  of  pictures  for  each 
child  and  have  each  one  look  at  a  given  picture  while  it  is  being  explained. 
Do  not  make  it  too  complicated. 

21.  A  visit  to  Vesuvius,  the  burning  mountain.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  421-28. 
Under  Sunny  Skies,  pp.  30-37. 
Suggestions. — Give  a  general  description  of  the  mountain,  such  as  the 
appearance,  how  it  sends  out  clouds  of  smoke  and  steam,  occasionally  break- 
ing forth  and  pouring  lava  over  the  surrounding  country.  Look  down  into 
the  crater  and  see  the  red-hot  lava  rock. .  Notice  the  strong  gases  given  off 
and  carried  to  you  when  the  wind  is  in  the  right  direction  to  do  so.  Speak 
of  Pompeii  and  Herculaneum  that  were  covered  up  by  an  eruption  of 
Mount  Vesuvius. 

22.  Venice,  where  the  streets  are  canals.     (One  day.) 

Teacher's  References:  Carpenter,  Europe,  pp.  391-401. 
Under  Sunny  Skies,  pp.  55-66. 
Suggestions. — Go   out   riding   on   the   streets   in   a   gondola.      See   how 
smoothly  the  gondolier  paddles  his  boat  along  and  listen  to  his  cheerful 
song  as  you  glide  along  past  the  houses. 


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23.  Athens,  the  city  of  ancient  ruins.     (One  day.) 

Teacher's  Reference :  Carpenter,  Europe,  pp.  381-393. 
Suggestions. — This  is  the  seat  of  an  earlier  civilization  but  the  glory  of 
ancient  Greece  far  outshines  the  present  one.    Notice  the  ruins  such  as  the 
Acropolis,  show'  pictures  to  explain  these  ruins.     The  men  dress  in  short 
skirts. 

Children's  Reference:  Our  Little  Grecian  Cousin,  pp.  22-37;  67-83. 
Feature  to  be  noticed,  Greece. 

24.  Turkey  and  Constantinople,  where  the  women  hide  their  faces. 

(One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  361-381. 
Suggestions. — Point  out  the  fact  that  the  women  must  wear  veils  when 
they  appear  on  the  street  so  that  their  faces  may  not  be  seen.  Also  the  Turks 
are  not  Christians  and  that  they  persecute  and  massacre  the  Armenians,  a 
Christian  people  under  their  rule.  People  can  not  do  as  we  can  in  many 
ways. 

Children's  Reference:  Our  Little  Turkish  Cousin,  pp.  12-32;  54-66. 
Feature  to  be  noticed,  Bosporus. 

25.  A  trip  up  the  Danube  River.     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  293;  301-311. 
Suggestions. — Take  a  steamer  and  sail  from  the  Black  Sea  up  the  Danube 
River  to  Vienna  noting  the  old  castle  ruins,  the  number  of  churches  and  the 
sacredness  with  which  the  people  look  upon  them ;  the  floating  flour  mill  in 
the  region  where  there  is  much  wheat  grown,  the  wheat  drawn  to  the  river 
in  oxcarts ;  the  shepherd  dressed  in  sheep 's  clothing,  and  many  other  queer 
sights. 

26.  Austria-Hungary ,  the  land  of  many  languages.     (One  day.) 

Teacher's  Reference:  Carpenter,  Europe,  pp.  280-301. 

Suggestions. — Call  attention  to  the  great  number  of  languages  spoken  in 
the  different  parts  of  the  country  and  even  in  the  same  town.  Notice  the 
gypsies  and  their  mode  of  life.     Visit  Vienna  the  capital. 

Features  to  be  noticed,  Roumania,  Caspian  Sea. 


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ASIA. 

1.  Siberia,  the  land  of  the  Russian  exile.     (One  day.) 

Teacher's  Reference:  Carpenter,  Asia,  pp.  297-304;  "93-101. 

Suggestions. — This  region  should  be  taught  as  a  cold,  bleak  country  in 
winter  some  parts  of  which  rival  the  poles  themselves.  Here  the  political 
prisoners  from  Russia  are  sent  and  forced  to  live  and  work  till  they  finally 
contract  disease  and  end  their  sufferings  and  torments  by  death. 

See  "Reviews,"  page  18. 

Feature  to  be  noticed,  Vladivostok. 

2.  Yokohama,  a  city  where  they  ride  in  the  jinrikisha.     (One  day.) 

Teacher's  Reference:  Carpenter,  Asia,  pp.  15-33. 
Suggestions. — Take  a  ride  in  a  jinrikisha  and  visit  the  homes  of  the 
thrifty  and  hospitable  people  to  note  the  character  of  their  homes,  note  the 
fact  that  they  are  very  artistic,  wide-awake  people  who  have  made  wonder- 
ful progress  in  the  last  half  century. 

Children's  References:  Our  Little  Japanese  Cousin,  pp.  50-55;  63-66. 

Campbell,    Little    Metzu,    the    Japanese    Boy. 
(Parts.) 
Features  to  be  noticed,  Japan,  Tokyo,  Korea. 

3.  China,  the  oldest  country  in  the  world.     (Two  days.) 

Teacher's  References:  Carpenter,  Asia,  pp.  128-134. 
Smith,  Life  in  Asia.  (Parts.) 
Suggestions. — There  are  many  points  of  interest  to  be  brought  out  here, 
such  as  the  swarming  population,  and  strange  sights  and  customs.  Many 
families  live  on  boats  where  the  boys  are  tied  to  prevent  their  being  drowned 
but  the  girls  are  allowed  to  go  free.  The  Great  Wall  will  be  of  particular 
interest.  Show  pictures  of  these  features.  Speak  of  the  changes  that  have 
recently  taken  place. 

Children's  References:  Our  Little  Chinese  Cousin,  pp.  64-88. 
Campbell,  Wah  Sing.     (Parts.) 
Features  to  be  noticed,  Peking,  Yangtse-kiang,  Hoang-ho,  Hongkong. 

4.  Siam,  the  land  of  the  white  elephant.     (One  day.) 

Teacher's  Reference:  Carpenter,  Asia,  pp.  162-178. 
Suggestions. — The  fact  that  the  white  elephant  is  held  sacred  by  these 
people  is  one  of  the  main  features  to  be  emphasized.     The  girls  chew  betel 
nut  in  order  that  they  may  have  black  teeth  and  tongues.     These  are  consid- 
ered marks  of  beauty. 

Children's  Reference:  Our  Little  Siamese  Cousin,  pp.  47-66;  87-97. 

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5.  India,  the  land  of  famine  and  plague.     (One  day.) 

Teacher's  References:  Carpenter,  Asia,  pp.  202-240. 
Pratt,  India,  pp.  168-171. 
Suggestions. — Famine  is  quite  common  among  the  poor  people  and  has  put 
its  stamp  upon  the  whole  race  by  making  them  lean,  lank,  bony  individuals. 
Point  out  the  fact  that  they  use  iron  telegraph  poles  and  why  they  do  so; 
that  the  babies  are  naked  and  the  grown  people  nearly  so.  They  bathe  in 
the  sacred  river  at  Benares  as  a  part  of  their  religious  belief. 

Children's  Reference:  Around  the  "World,  Book  II,  pp.  58-85. 
Features  to  be  noticed,  Calcutta,  Ganges  River. 

6.  Tibet,  the  land  where  foreigners  are  not  wanted.     (One  day.) 

Teacher's  References:  Carpenter,  Asia,  pp.  257-264. 

Starr,  Strange  Peoples,  pp.  81-88. 
Suggestions. — Point  out  why  foreigners  are  not  wanted,  that  the  people 
wander  from  place  to  place  following  their  flocks  among  the  high  mountains 
and  elevated  plateaus.     Pictures  should  furnish  much  of  the  instruction 
when  they  can  be  obtained. 

7.  Himalaya  Mountains  with  the  lofty  Mount  Everest.     (One  day.) 

Teacher's  Reference:  Carpenter,  Asia,  pp.  249-256. 

Suggestions. — These  are  the  most  lofty  mountains,  reaching  an  elevation 
of  about  four  miles  in  many  places.  Mount  Everest  is  the  highest  mountain 
peak  in  the  world.    It  is  so  high  it  can  never  be  climbed. 

Feature  to  be  noticed,  Afghanistan. 

8.  Persia,  the  land  of  the  turban.     (One  day.) 

Teacher's  Reference:  Carpenter,  Asia,  pp.  265-273. 
Suggestions. — Explain  the  turban  or  how  it  looks  by  showing  pictures  of 
it  and  also  of  the  people  wearing  them.     The  houses  are  queer  things, 
resembling  mud  boxes.    From  this  country  we  get  some  of  our  nicest  rugs. 

9.  Arabia,  a  desolate  barren  region.     (One  day.) 

Teacher's  Reference:  Carpenter,  Asia,  pp.  273-281. 
Suggestions. — Emphasize  the  fact  that  this  region  is  principally  a  desert 
one  and  the  inhabitants  live  from  their  flocks  and  herds.    Hence  they  are  a 
nomadic  or  wandering  people.    From  here  we  get  some  of  our  finest  horses. 

10.  Mecca,  the  Holy  City  of  the  Mohammedans.     (One  day.) 

Teacher's  References:  Carpenter,  Asia,  pp.  281. 
Pratt,  India,  pp.  41-50. 
Suggestions. — Show  a  picture  of  the  famous  black  stone  and  explain  its 
use.     The  people  consider  it  a  very  great  honor  to  have  visited  this  place 
and  one  who  has  done  so  is  allowed  to  wear  a  certain  kind  of  green  trimming 

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on  the  dress  worn  afterward.    There  are  many  peculiar  beliefs  and  customs 
that  may  be  spoken  of  if  time  permits. 

11.  Jerusalem,  the  Holy  City  of  the  Christians.     (One  day.) 

Teacher's  Reference:  Carpenter,  Asia,  pp.  282-290. 
Suggestions. — Teach  that  this  place  is  honored  and  revered  as  the  early 
seat  of  the  Christian  religion.    Many  changes  have  taken  place  since  then. 
One  is  able  to  visit  the  city  with  more  or  less  difficulty.    The  people  are  very 
suspicious.    They  reverence,  their  landmarks  and  guard  them  jealously. 

Children's  Reference:  Our  Little  Jewish  Cousin,  pp.  49-66. 
Feature  to  be  noticed,  Turkey. 

AUSTRALIA  AND  ISLANDS. 

1.  Australia,  the  land  of  strange  plants  and  animals.     (One  day.) 

Teacher's  Reference:.  Carpenter,  Australia,  pp.  11-16;  44-52. 

Suggestions. — Of  these  strange  animals,  show  pictures  and  notice  the 
habits  of  the  kangaroo  and  the  duck-billed  platypus.  The  natives  use  the 
weapon  known  as  the  boomerang.  They  also  use  spears  with  which  to  cap- 
ture their  food. 

See  "Reviews,"  page  18. 

Features  to  be  noticed,  Sydney,  Melbourne. 

2.  New  Zealand.     (One  day.) 

Teacher's  Reference:  Carpenter,  Australia,  pp.  73-79. 
Suggestions. — Numbers  of  sheep  are  raised  here  and  they  must  be  pro- 
tected from  the  kea  parrot.    Notice  how  it  attacks  and  kills  the  sheep. 
Features  to  be  noticed,  Samoa,  Tasmania. 

3.  New  Guinea,  where  the  people  live  in  queer  houses.     (One  day.) 

Teacher's  Reference:  Carpenter,  Australia,  pp.  95-104. 
Suggestions. — Point  out  the  fact  that  the  island  is  shaped  much  like  a 
guinea  hen  (show  picture  of  one),  that  the  people  live  in  queer  tenement 
houses  so  that  it  has  much  the  appearance  of  people  living  in  stalls. 

4.  Java,  the  home  of  Java  coffee.     (One  half  day.) 

Teacher's  Reference:  Carpenter,  Australia,  pp.  233-248. 
Suggestions. — Make  a  study  of  coffee  as  grown  here,  go  out  to  the  coffee 
plantation  and  watch  them  care  for  the  plant,  see  how  the  berries  look  before 
they  are  picked,  how  they  are  cared  for  to  prepare  them  for  the  market. 

5.  Sumatra,  the  land  of  black  pepper.     (One  half  day.) 

Teacher's  Reference:  Carpenter,  Australia,  pp.  249-256. 
Suggestions. — Study  the  pepper  tree  and  its  berry.    Notice  how  it  grows 
and  how  it  is  harvested  and  prepared  for  our  use. 

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6.  Borneo,   the  home   of  enormous  monkeys   and   huge   butterflies. 

(One  half  day.) 

Teacher's  Reference:  Carpenter,  Australia,  pp.  213-221. 
Suggestions. — Take  a  trip  out  into  the  forest  (by  means  of  pictures)  and 
see  these  interesting  animals.  Notice  especially  the  orang-outang  and  learn 
some  of  his  habits.  He  is  of  interest  because  he  more  closely  resembles  man 
than  any  other  animal.  Compare  the  size  of  the  butterflies  with  those  we 
have  at  home. 

Children's  Reference:  Our  Little  Brown  Cousin.     (Part.) 

7.  East  Indies,  the  land  of  spices.     (One  half  day.) 

Teacher's  Reference:  Carpenter,  Australia,  pp.  222-233. 
Suggestions. — Study  some  of  the  more  common  spices  such  as  nutmegs  by 
means  of  pictures  and  talks  or  readings.    Notice  how  they  grow,  how  they 
look  before  and  after  they  are  harvested. 

8.  Philippines,  where  they  cultivate  rice  with  water  buffalo.     (One 

day.) 

Teacher's  References:  Carpenter,  Australia,  pp.  178-192. 

McClintock,  The  Philippines.  (Parts.) 
Suggestions. — The  water  buffalo  is  a  queer  animal.  He  does  not  like  a 
white  man  but  is  perfectly  harmless  to  a  Filipino.  He  has  queer  habits 
such  as  wallowing  in  the  mud.  He  works  well  in  the  paddy  field  till  the 
mud  dries,  then  he  must  have  a  bath  before  he  will  do  more  work.  The 
streets  in  Manila  are  narrow,  more  like  our  alleys.  Note  the  character  of  the 
people  and  the  houses. 

Children's  References:  Our  Little  Philippine  Cousin. 

Carroll,  Book  Three,  pp.  197-207. 
Carroll,  Book  Four,  pp.  241-268. 
Feature  to  be  noticed,  Manila. 

9.  Hawaiian  Islands,  the  country  of  bananas  and  pineapples.     (One 

day.) 

Teacher's  Reference:  Carpenter,  Australia,  pp.  121-148. 
Suggestions. — Visit   a  field   of  pineapples,   and   explain   how  they   are 
planted,  cared  for  and  prepared  for  the  market,  especially  the  latter.     On 
the  way  to  this  field  let  the  children  see  the  bananas  growing.    Show  pictures 
of  pineapples  and  bananas  to  explain  the  various  parts  of  the  lesson. 

Children's  References:  Our  Little  Hawaiian  Cousin,  pp.  17-25;  77-84; 

45-51. 
Carroll,  Book  Four,  pp.  228-240. 


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A  SCHEME  FOR  A  SYSTEMATIC  REVIEW. 

In  making  any  topic  or  series  of  topics  interesting  or  understood,  it  is 
necessary  to  give  a  certain  amount  of  interesting  detail  connected  with  them. 
Since  the  child  is  interested,  primarily,  in  the  activities  of  other  children, 
people  and  animals,  these  activities  should  be  spoken  of  whenever  advan- 
tageous. For  this  reason  the  topics,  already  given,  contain  more  than  the 
essential  facts  to  be  remembered.  A  great  deal  of  supplementary  material 
is  introduced  merely  to  make  clear  and  realistic  what  would  otherwise  be 
abstract  and  hard  to  understand.  After  this  supplementary  material  has 
been  presented,  as  already  indicated,  it  has  served  its  purpose  and  further 
drill  upon  it  is  unnecessary.  It  is  better  to  spend  the  time  of  the  review 
upon  those  facts  that  the  pupil  should  retain. 

What  follows  is  a  brief  summary  of  the  most  important  points  treated 
under  the  various  topics.  These  are  the  things  that  the  child  should  remem- 
ber about  the  places.  It  is  to  be  understood,  however,  that  he  also  knows 
their  locations.  The  two  important  questions  to  be  asked  about  each  locality 
are:  What  is  itf  and,  Where  is  itf 

The  following  material  should  be  used  in  the  review  as  indicated  on  page 
18,  that  is,  begin  with  the  first  topic  and  spend  a  certain  amount  of  time  each 
day  on  review.  The  following  day  begin  at  the  point  left  off  the  day  before 
and  continue  the  review.  "When  the  point  of  the  new  work  is  reached, 
return  to  the  first  and  repeat  as  before.  The  teacher  should  insist  that  the 
children  know  the  points  set  down  in  this  review. 

The  numbers  given  to  the  following  paragraphs  or  sentences  correspond 
to  the  numbers  of  the  original  topics. 


NORTH  AMERICA. 
I.     Alaska. 

1.  Bering  Sea,  located  off  the  west  coast  of  Alaska,  is  the  home  of  enor- 
mous whales.  These  whales  furnish  such  material  as  whalebone  and  whale 
oil.  Many  men  have  been  busily  engaged  during  the  summer  season  captur- 
ing these  whales.  Bering  Sea  is  connected  to  the  Arctic  Ocean  by  a  narrow 
strip  of  water  known  as  the  Bering  Strait. 

2.  Hundreds  of  men  have  gone  to  Alaska  in  search  of  gold.  Many  have 
passed  up  the  Yukon  River  searching  for  the  precious  metal.  It  is  a  hard 
life  and  scores  of  men  have  died  from  the  effects  of  the  hardships. 

3.  The  natives  of  Alaska  are  a  hardy  race  of  people  who  live  on  what 
they  are  able  to  obtain  by  hunting  and  fishing.  They  have  no  schools.  It 
takes  all  of  their  time  to  gain  a  living,  consequently  as  a  result  of  this  they 
have  no  time  for  schooling. 


(39) 


II.  Canada. 

1.  No  one  lives  in  the  cold  region  around  Hudson  Bay  except  men  who 
go  there  looking  for  wild  animals,  which  they  may  kill  in  order  to  get  their 
skins.    These  skins  are  often  very  warm  and  beautiful. 

2.  The  St.  Lawrence  is  a  beautiful,  broad  river,  upon  which  large 
steamers  can  sail  out  to  the  ocean.  As  we  pass  down  it  we  notice  cities, 
farms,  fields  of  grain  and  other  interesting  sights.  Finally  we  pass  the 
Newfoundland  Banks  where  the  fishermen  are  catching  cod  fish.  These  are 
salted  and  sold  in  many  places. 

3.  The  trip  across  Canada  not  only  gives  us  a  chance  to  learn  how  to 
behave  in  a  Pullman  car,  but  it  also  permits  us  to  see  the  broad  valley  and 
the  extensive  fields  of  central  Canada  and  the  magnificent  Rockies  in  the 
western  part. 

III.  Mexico. 

1.  The  people  of  Mexico  are  not  like  our  people.  They  like  to  be  idle  and 
have  time  to  watch  bull  fights  and  such  things.  Many  of  their  houses  are 
made  of  blocks  of  sod  or  adobe.  They  work  only  when  they  have  to  in  order 
that  they  may  not  starve. 

IV.  West  Indies. 

1.  The  people  living  in  the  West  Indies  are  a  mixture  of  Spanish,  negro 
and  native  blood.  Many  things  are  grown  here,  but  sugar  cane,  which  looks 
like  corn  stalks,  is  the  chief  product. 

V.  The  United  States. 

1.  Some  of  the  early  settlers  of  the  United  States  landed  in  New  England 
and  began  to  build  their  homes.  They  had  to  work  hard  to  make  a  living 
from  the  rough,  rocky  ground.  It  is  so  cold  in  winter  that  they  have  plenty 
of  snow  and  ice  for  sleighing  and  skating. 

2.  It  would  take  a  person  many  days  to  see  all  of  New  York  City  even 
with  a  horse  and  buggy.  It  is  the  largest  city  in  North  America.  Among 
the  well-known  sights  are  Central  Park,  Brooklyn  Bridge,  Wall  Street,  and 
Chatham  Square.  In  this  great  city  are  hundreds  of  children  who  seldom 
have  a  chance  to  gather  wild  flowers  or  chase  butterflies. 

3.  The  President,  who  helps  to  see  that  we  behave,  lives  in  the  large 
building  known  as  the  White  House.  This  and  the  Capitol  building  are 
located  in  Washington  City. 

4.  On  the  Mississippi  River,  near  its  mouth,  is  New  Orleans.  On  the 
banks  of  the  river  where  it  passes  through  the  city  are  large  bales  of  fleecy 
white  cotton  waiting  for  the  ships  to  take  them  away. 

5.  The  Great  Valley  of  the  Mississippi  River  occupies  a  large  part  of  the 
central  portion  of  the  United  States.  In  it  we  find  many  beautiful  homes, 
large  cities  and  valuable  farms. 

6.  Erie  canal  is  a  large  ditch  through  which  big  boats  loaded  with  freight 
can  pass.  It  runs  east  and  west  through  the  greater  part  of  New  York 
state.  The  Niagara  River  plunging  over  a  large  bluff  forms  the  Niagara 
Falls.     They  are  the  largest  and  most  famous  falls  in  the  world. 

7.  The  Great  Lakes  are  immense  bodies  of  water  between  the  United 
States  and  Canada.  Large  vessels  carrying  people  and  freight  sail  on  these 
lakes. 

(40) 


8.  Salt  Lake  City,  located  on  Great  Salt  Lake,  is  a  very  clean,  beautiful 
city.  It  is  the  home  of  the  Mormons.  One  of  the  sights  of  interest  to  the 
tourist  is  the  Mormon  Tabernacle. 

9.  One  of  nature's  greatest  bits  of  scenery  is  the  Yellowstone  Park. 
Here  are  many  wild  animals  and  also  interesting  falls  and  geysers. 

10.  Puget  Sound,  located  in  the  northwest  corner  of  the  United  States, 
is  one  of  the  few  places  on  the  Pacific  coast  where  large  ocean  steamers  may 
anchor  safely.     It  is  surrounded  by  beautiful  tree-covered  mountains. 

11!  People  come  from  many  parts  of  the  earth  to  visit  California's  great 
picture  gallery,  the  Yosemite  Valley.  It  has  many  interesting  features,  such 
as  falls,  lakes  and  high  cliffs. 

12.  The  Colorado  River  has  cut  one  of  the  most  wonderful  gorges  in  the 
world.  It  is  in  hard  lava  rock.  Although  a  dangerous  trip,  hundreds  of 
people  climb  down  into  the  canyon  every  year. 

13.  The  United  States  is  digging  a  big  canal  across  the  Isthmus  of 
Panama.     Large  ships  will  soon  pass  through  it  from  one  ocean  to  the  other. 


SOUTH  AMERICA. 

1.  Around  the  harbor  of  Rio  de  Janeiro  are  large  well-kept  coffee  plan- 
tations from  which  we  get  excellent  coffee.  Rio  de  Janeiro  is  one  of  the 
most  important  cities  of  South  America. 

2.  In  Argentina,  a  country  of  South  America,  are  large  ranches  some- 
what like  the  California  grain  ranches.  On  other  ranches  and  on  the  grassy 
plains  are  large  bands  of  sheep  and  cattle. 

3.  Paraguay  and  Uruguay  are  countries  of  South  America.  They  are  in 
a  region  of  forests  and  grassy  plains.     Here,  too,  are  large  herds  of  cattle. 

4.  The  Incas  originally  owned  the  region  of  Bolivia,  in  South  America, 
and  lived  there  peaceably  and  happily  till  the  Spaniards  entered  their 
country  and  killed  many  of  them.  Here  is  the  beautiful  Lake  Titicaca, 
which  is  far  above  the  sea. 

5.  The  Amazon  is  the  largest  river  in  the  world.  The  dense  forests  along 
the  banks  make  it  almost  impossible  to  travel  on  the  land.  The  trees  from 
which  india  rubber  is  obtained  grow  here. 

6.  Venezuela  and  the  Guianas,  countries  of  South  America,  are  in  the 
northern  part  of  the  continent.  Here  and  there  are  dense  forests,  between 
which  are  large  grassy  plains.  The  coeoanut  tree  is  found  in  some  of  the 
forests. 

7.  The  potato  such  as  we  eat  every  day  originally  came  from  the  high 
Andes  Mountains.  Here  it  grew  naturally.  Here  we  see  the  rough,  rugged 
peaks  so  common  to  high  mountains. 

8.  A  narrow  strip  of  land  extending  over  half  the  length  of  South 
America  makes  up  the  country  of  Chile.  A  journey  of  a  few  hours  will  take 
a  person  from  a  warm  climate  to  a  place  where  snow  may  be  found  all  the 
year. 


(41) 


AFRICA. 

1.  The  more  or  less  arid  region  of  northwest  Africa,  known  as  the  Bar- 
bary  States,  is  the  home  of  the  sea  robbers  of  a  few  years  ago.  They  are  a 
lazy,  dark-skinned  and  treacherous  lot  of  people.  Tunis,  Tripoli,  Algeria 
and  Morocco  make  up  these  states. 

2.  The  camel  is  about  the  only  animal  that  is  able  to  withstand  the  heat 
and  dryness  of  the  sandy  Sahara  Desert.  The  rolling  hills  and  level  plains 
are  barren  of  plants  or  trees.  Occasionally  there  are  spots  where  plants  and 
trees  grow.     These  spots  are  called  oases. 

3.  The  ancient  people  who  lived  in  Egypt  built  the  pyramids  and  the 
sphinx.     Egypt  has  been  inhabited  for  thousands  of  years. 

4.  Near  Cape  Town,  in  southern  Africa,  are  the  ostrich  farms  and  the 
diamond  mines.     Ostrich  feathers  and  diamonds  are  valuable  products. 

5.  The  Kongo  River  comes  down  to  the  ocean  from  the  region  known  as 
Darkest  Africa.  This  region  is  the  home  of  black-skinned  people  and  such 
animals  as  giraffes,  tigers  and' lions.  It  is  so  warm  here  that  people  need 
little  clothing. 


EUROPE. 

1.  The  fort  of  Gibraltar,  which  is  built  at  the  entrance  to  the  Mediter- 
ranean Sea,  is  so  high  up  in  the  solid  rock  that  guns  on  board  a  ship  can  not 
hit  it.     It  can  never  be  destroyed  by  them. 

2.  Spain  is  the  home  of  a  quick-tempered,  pleasure-loving  people  who 
like  to  amuse  themselves  at  night  and  sleep  in  the  daytime.  They  enjoy  such 
things  as  bull  fights.     They  are  not  very  progressive. 

3.  Ireland  is  the  home  of  a  quick-witted,  industrious  people  who  must 
work  hard  to  make  a  living.  The  country  is  so  beautiful  and  green  that  it  is 
often  called  the  Green  Isle.     The  potato  is  the  principal  food  of  these  people. 

4.  England  is  so  beautiful  and  well  kept  that  it  reminds  one  of  a  large 
garden.     Many  fine  houses  are  to  be  seen  here. 

5.  Liverpool,  in  England,  has  a  fine  harbor  where  one  sees  ships  from  all 
parts  of  the  world.     Many  large  ships  are  built  here. 

6.  London  is  the  largest  city  in  the  world.  It  is  situated  on  the  Thames 
River.  Westminster  Abbey,  the  Tower  and  London  Bridge  have  been  built 
for  hundreds  of  years. 

7.  Scotland  is  a  region  of  beautiful  lakes  and  mountains.  The  large 
numbers  of  cattle  and  sheep  seen  in  the  pastures  belong  to  the  honest,  indus- 
trious people  who  live  here. 

8  and  9.  The  countries  of  Norway  and  Sweden  are  noted  for  the  free- 
hearted way  in  which  strangers  are  made  to  feel  at  home.  They  reach  so 
far  north  that  portions  of  them  have  the  sun  shining  at  midnight  in  the 
summer  time.     In  winter  it  does  not  shine  at  all.     It  is  cold  in  winter. 

10.  In  Russia  the  common  people  are  kept  in  ignorance  by  the  govern- 
ment. The  people  are  quick  to  learn  when  given  a  chance.  They  have  little 
money  and  few  comforts. 


(42) 


11.  Because  it  is  almost  surrounded  by  seas,  Denmark  has  many  people* 
who  make  their  living  on  board  of  ships.  Many  Danish  sailors  are  to  be 
found  on  United  States  vessels. 

12.  The  levees  and  dikes  along  the  sea  keep  the  water  from  covering  a 
part  of  the  country  of  Holland.  The  level  of  the  sea  is  about  as  high  as  the 
second  story  of  the  houses. 

13.  People  from  all  parts  of  the  world  meet  at  The  Hague,  in  Holland, 
and  talk  of  how  wars  can  be  prevented. 

14.  Men  and  women  work  side  by  side  in  the  fields  of  Belgium.  Here 
are  many  busy  factories. 

15.  France  is  a  country  of  small  farms,  good  roads  and  well-kept  cities. 
The  people  are  polite  and  industrious. 

16.  The  clean  streets  and  well-kept  parks  of  Paris  make  it  the  most  beau- 
tiful city  in  the  world.     The  Eiffel  Tower  is  one  of  the  points  of  interest. 

17.  Well-cultivated  fields  line  the  banks  of  the  Rhine  River.  Small  vil- 
lages and  castles  are  found  here  and  there  beside  it. 

18.  The  lofty,  snow-clad  Alps  of  Switzerland  are  known  the  world  over. 
The  people  are  happy  and  free.  Many  lives  are  saved  each  year  by  the  large 
St.  Bernard  dogs. 

19.  Italy,  in  southern  Europe,  is  a  land  of  well-cultivated  fields.  Fields 
of  wheat  are  seen  here  and  there.     Much  of  it  is  made  into  macaroni. 

20.  The  Colosseum,  the  Appian  "Way  and  the  Forum  are  among  the  most 
noted  points  of  interest  about  the  ancient  city  of  Rome  in  Italy. 

21.  For  many  centuries  Mount  Vesuvius  has  had  periods  during  which 
it  has  sent  streams  of  lava  over  the  surrounding  country.  Pompeii  and 
Herculaneum  were  two  ancient  cities  buried  by  such  a  lava  flow.  Parts  of 
them  have  been  excavated  and  the  ruins  have  furnished  us  many  ideas  of 
how  the  people  lived  at  that  time. 

22.  The  city  of  Venice  is  well  known  to  travelers  and  others.  Its  streets 
are  canals  and  people  go  along  them  in  boats.  The  Rialto  is  an  important 
point  of  interest. 

23.  The  ruins  of  the  Acropolis,  an  ancient  fort  in  Athens,  tell  the  story 
of  this  city  in  past  ages. 

24.  Turkey,  with  Constantinople  for  its  capital,  is  best  known  because 
the  women  have  few  privileges  and  Christians  are  often  murdered  in  large 
numbers. 

25.  The  Danube  River,  which  flows  into  the  Black  Sea,  extends  through 
regions  of  grain  fields  and  pastures.  Here  are  also  many  churches  and 
castle  ruins. 

26.  Austria-Hungary  is  the  land  of  many  wandering  gypsies.  The 
people  of  nearby  towns  often  speak  different  languages. 


.     ASIA. 

1.  Siberia,  in  northern  Asia,  is  a  cold,  cheerless  region  to  which  Russia 
sends  its  political  prisoners.  Here  they  work  in  the  dark,  damp  coal  mines 
year  after  year. 

2.  One  of  the  first  things  seen  in  Yokohama  is  the  light  two-wheeled  carts, 

(43) 


<■■  ■ 

drawn  by  the  Japanese,  in  which  people  ride  from  place  to  place.     These 
people  are  very  industrious  and  wide-awake. 

3.  China  is  the  oldest  country  in  the  world,  yet  it  is  quite  backward  in 
many  things.  They  have  few  railroads  or  telegraph  lines.  The  Great  Wall 
was  built  ages  ago  to  protect  the  people  from  hostile  people  to  the  north  of 
them. 

4.  Siam  is  often  known  as  the  land  of  the  "White  Elephants"  because 
of  the  reverence  they  show  to  these  animals.  They  are  considered  next  to 
the  king  in  importance. 

5.  Many  poor  people  live  in  India.  At  times  the  crops  are  short  and 
hundreds  of  natives  starve  to  death.  It  is  so  warm  that  little  clothing  is 
needed. 

6.  The  people  of  Tibet  wander  over  the  plains  pasturing  their  flocks. 
They  object  to  foreigners  visiting  their  country. 

7.  Mount  Everest,  the  highest  mountain  peak  in  the  world,  is  in  the  lofty 
Himalaya  Mountains. 

8.  In  Persia  the  people  wear  a  queer  sort  of  turbans  on  their  heads.  The 
houses  are  built  of  mud  and  have  nearly  flat  tops.  Many  handsome  rugs  are 
made  in  this  country. 

9.  Although  the  greater  part  of  Arabia  is  barren  desert,  there  are  places 
where  cattle,  sheep  and  some  of  the  finest  horses  in  the  world  are  raised. 

10.  The  city  of  Mecca  is  sacred  to  the  people  who  believe  in  the  Moham- 
medan religion. 

11.  Jerusalem  is  the  former  home  of  the  Christian  religion. 

AUSTRALIA  AND  THE  ISLANDS. 

1.  The  Continent  of  Australia  is  the  home  of  queer  animals.  The 
natives  are  dark-skinned  and  use  the  spear  and  the  boomerang  with  which  to 
capture  their  food.  Many  white  people  like  the  people  of  California  live 
here. 

2.  New  Zealand  is  an  island  near  Australia  where  many  sheep  are 
raised.     One  of  the  worst  enemies  of  the  sheep  is  the  kea  parrot. 

3.  The  Island  of  New  Guinea  is  the  home  of  a  queer  people  who  live  in 
strange  houses. 

4.  Some  of  the  very  best  coffee  grown  in  the  world  comes  from  the  island 
of  Java. 

5.  The  black  pepper  that  most  people  use  comes  from  the  island  of 
Sumatra. 

6.  The  island  of  Borneo  is  the  home  of  the  orang-outang,  which  is  a  very 
intelligent  animal. 

7.  Many  spices,  such  as  nutmegs,  etc.,  come  from  the  East  Indies  islands. 

8.  The  Philippine  islands  belong  to  the  United  States.  The  natives,  a 
dark-skinned  people,  cultivate  rice  with  a  crude  plow  drawn  by  a  water 
buffalo.  Manila,  the  largest  city  in  the  island,  has  narrow  streets  and  queer 
houses. 

9.  Many  bananas  and  pineapples  are  grown  in  the  Hawaiian  islands. 

(44) 


ADVERTISEMENT 


Bulletins  and  Publications 


OP  THE 


STATE  NORMAL  SCHOOL 

AT  CHICO 


Bulletin  No.  1.     School  Gabdens  fob  Oalxfobnia  Schools. 

A  manual  and  teacher's  guide  in  the  making  of  school  gardens, 
especially  designed  to  meet  the  conditions  of  California  schools. 
Illustrated,  80  pages,  30  cents  postpaid.  B.  M.  Davis,  Chico  State 
Normal  School. 

Bulletin   No.  5.     Part  I,  Map  Geography. 

Part  II,  Journey  Geography  for  Beginners. 
96  pages,  30  cents  postpaid.    C.  K.  Studley,  Chico  State  Normal 

Outline  Maps. 

A  series  of  nine  maps  densigned  for  use  in  teaching  Map  Geog- 
raphy and  to  accompany  Part  I,  Bulletin  5.  These  maps  afford 
the  basis  for  a  valuable  type  of  seat  work  and  provide  an  unusually 
effective  drill  in  the  teaching  of  Map  Geography.  Postpaid,  per 
set  of  nine,  15  cents.     C.  K.  Studley,  Chico  State  Normal  School. 


Address  all  orders  and  inquiries,  and  make  all  payments  to  the 
Secretary,    State   Normal    School,   Chico,   California. 


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